The influence of self-observation using video on increasing time on task and academic achievement in students with learning disabilities

The purpose of this study was to examine the effects of video-based self-observation on the on-task seatwork behavior of three elementary students with Specific Learning Disabilities (SLD). A multiple baseline across students design was used to investigate the effectiveness of the self-observation intervention. The results indicated that self-observation using video was useful for increasing levels of on-task behavior during independent seatwork in both the general and special education classrooms. The effects of the intervention on academic performance were also evaluated with an apparent ceiling effect obscuring any potential gains.