A Case Study Of Video Self-modeling On Developing Scholastic Self-supporting For The Early School Children

Objective: to inquire into the influences of the intervention of Video Self-modeling on classroom scholastic self-supporting for the early school children.Methods: In this study,the self-supporting level of 40 primary school children in the first grade of one primary school was measured by the Class Scholastic Self-supporting Subscale from 6-12 Aged Children's Self-supporting Scale and seven children are regarded as the low group whose score of the scale is less than one standard deviation.In order to rule out the influence of intellectual factors on their classroom scholastic self-supporting,the investigator adopts Wechsler Intelligence Scale(The 2 Subtests Short Form)to select participants and finally selected 3 children as the typical cases based on the scores of the scale,teachers' recommendation and researchers' observation.In the process of the study,one case transferred to another school for family reasons.It is a case of loss.Three cases were finalized.The study adopts Single-subject Experimental Design to have a intervention in 3 participants' classroom scholastic self-supporting by Video Self-modeling.Interventions were designed using A-B baseline experiments,integrated measurement,observation,and interviews,taking Video Self-modeling as the independent variable,and the self-supporting level of class scholastic as the dependent variable.The independent variable has two parts: quantitative analysis,qualitative analysis.The quantitative analysis includes the grades of the Subscale,the records of the Observational Measured Scale.The qualitative analysis consists of teacher's reports and researcher's observation.This study consists of the baseline period,the intervention period and the follow-up period.1.The baseline period(1st-4th week): to know the children's classroom scholastic self-supporting baseline levels,the researcher observed the characteristics performance in self-supporting for four weeks and measured the children's baseline levels by the scales and the reports.2.The intervention period(5th-12 th week): after the children's behaviors were basically stable,the intervention program began to measure the children's classroom scholastic self-supporting by the scales and reports for the researchers to collect relevant data.3.The follow-up period(13th-14 th week): Two weeks after the intervention,the researcher still used the scales and reports to measure and observe the case children's classroom scholastic self-supporting behavior,and then combined with the comprehensive evaluation of the researcher's observation and the insider's report to understand whether the case children can still maintain the self-supporting behavior they have learned in the intervention before.Result: According to the scores of Classroom Scholastic Self-supporting Subscale,the record of Students' Class Scholastic Self-supporting Behavior Observational and Measured Scale,the report of the insider and the results of researcher's observation,we found that the self-supporting behavior level of three children in the baseline period was lower than that in the intervention and follow-up period.The classroom scholastic self-supporting level of case children has been improved.Conclusion: It is valid for the early school participants to improve the level of class scholastic self-supporting by Video Self-modeling.