Abstract
Video self-monitoring, a form of self-coaching, is a method of professional development for teachers. Reinforcement is an evidence-based practice for students with autism spectrum disorder (ASD), and it is applicable in a variety of educational settings. Using a multiple baseline across participants design, we evaluated the effects of video self-monitoring on teacher implementation of reinforcement. Four certified special education teachers participated in this research, all of whom taught students with ASD. In our investigation, special education teacher participants used video self-monitoring in each of their four, self-contained classrooms and implementation fidelity of reinforcement was measured. Results were mixed, showing video self-monitoring increased teacher fidelity of reinforcement to some extent, yet high fidelity was not achieved by all four participants. Nonetheless, this study extends current literature on video self-monitoring as used by teachers. Based on our findings, we offer implications for research and practice.
Keywords: video self-monitoring, self-monitoring, autism spectrum disorder, evidence-based practices, teacher performance
