ABSTRACT

Objective: This study aims to determine whether video-based self-observation has a positive impact on their problematic behavior and the time taken to complete the assignment. Methods: The independent variable was considered to be watching of the video by the children. The dependent variables were as follows: (1) body movement, (2) saying unnecessary things, and (3) change in assignment execution time. For the individual experiment, A-B design was applied. Using these baselines, the above mentioned videos were shown to the children for 7minutes. Following this, the children were assessed for the frequency of problematic behaviors and the time to complete the assignment. These data were used to plot a grasp. Results: After the children watched the video, their problematic behavior decreased. In the first participant, body movement decreased by 11.8 times on an average, saying unnecessary things by 6.3 times, and assignment execution time by 5.5 minutes. In the second participant, body movement decreased by 11.4 times on an average, saying unnecessary things by 4.4 times, and assignment execution time by 5.5 minutes. In K-CBCL assessment, problematic behavior scores of participant 1 and 2 were decreased by 3 and 2 points respectively. Conclusion: When children were made to watch a video of them executing an assignment, their selfrecognition increased; thus, this exercise provided internal feedback to these children who were earlier insufficiently aware of their behavior. Therefore, this technique was effective in reducing problematic behavior in these children moreover; the time taken by them for executing an assignment was lesser than that taken by normal children.