Evaluation of video feedback and self‐management to decrease schoolyard aggression and increase pro‐social behaviour in two students with behavioural disorders

Abstract

Deficiencies in social competence constitute a significant problem for aggressive children. As a result, these children often experience difficulty interacting with peers in socially acceptable ways. Such problems are particularly exacerbated in the schoolyard, where rules are less defined and low levels of supervision prevail. The present study aimed to address this problem by evaluating the effectiveness of video‐feedback and self‐management interventions on the aggressive and pro‐social behaviour of two primary school children, in a schoolyard context. A multiple baseline design across participants, with a reversal embedded for the second participant, was used to evaluate the effects of the interventions. Positive outcomes were achieved for both students. The study suggests that video feedback and self‐management interventions may be a viable option for enhancing the social interaction of aggressive children in the schoolyard. The findings are discussed in the context of previous research and specific directions for further research.