Videotape self-modeling in the treatment of attention-deficit hyperactivity disorder

Abstract

Four 9- to 10-year-old male subjects with the diagnosis of Attention-deficit Hyperactivity Disorder (ADHD ) were videotaped during their regular classroom Math class doing the seatwork normally expected in an Elementary School. These videotapes were edited to exclude the behaviors targeted in this study: distracted, vocalizations, and fidgeting. In addition, Math productivity was targeted. After baselines were obtained, the videotapes were made. A multiple baseline design across children allowed the edited, three-minute, videotapes to be administered to each child on a daily basis for two weeks. Following this intervention phase, a maintenance and follow-up phase were administered to determine the generalization of the treatment effects. Results of the data analyses suggest that videotape self modeling is an effective behavioral treatment modality for reducing ADHD-type symptoms and for increasing academic productivity in Mathematics in grade school-age male children with ADHD.