An Analysis of Self-Evaluation and Videotape Feedback for Improving the Peer Interactions of Students with Externalizing and Internalizing Behavioral Problems

Abstract

We assessed the effects of a package consisting of self-evaluation via videotape feedback procedures on inappropriate and appropriate peer interactions of children with externalizing and internalizing behavioral problems. The children were selected from three inclusive classrooms, and all of the experimental sessions included peers who did not evidence behavioral problems. Multiple baseline and reversal designs were used to evaluate the impact of the intervention package on the diverse patterns of behavior displayed by the different groups of children. The results showed substantial increases in appropriate interactions for children with internalizing behavioral problems and substantial decreases in inappropriate interactions for children with externalizing behavioral problems. Two measures of social validity confirmed the presence of the externalizing and internalizing characteristics and offered validation for the effects of the intervention. The results are discussed in relation to the existing literature and the need for further research on social skills, generalization, and comprehensive support for children with emotional and behavioral problems.

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