The use of descriptive video interviews and their impact on the education and instruction of special educators Seth Irwin Ringold M.Ed., BCBA Kent State University College of Education, Health, and Human Services Figure 1. Student responses referencing a case study Students responded to a set of ten open ended questions pertaining to three disability categories (Asperger Syndrome, Developmental Delay, and Emotional and Behavioral Disorder). A point was assigned each time a response referenced a case study, with a possibility of ten points. No points were assigned if a student a) did not reference the appropriate case study, or b) did not respond to the question. Asperger Syndrome (x ̄ =3.57), Developmental Delay (x ̄ =4.5), Emotional and Behavioral Disorder (x ̄ =1.29). Figure 2. Academic Performance on Exams Of the 20 students who participated in the study, two students opted to not report their academic scores (student number 11 and student number 20). The midterm and final exams were essay based and comprehensive. The mean score for the midterm exam was and the mean score for the final exam was This is a mean increase of 2.39 RESEARCH QUESTION Does the use of a descriptive video interview improve performance and confidence of special educators? RATIONALE There is a need for special education teachers to hear firsthand accounts of students with disabilities who have gone through the education system. The use of the video interview will: -Introduce preservice teachers to students with disabilities -Teach current educators how to work with a new/diverse population -Allow teachers to candidly hear the positive and negative aspects of the educational system from the perspective of the student INTRODUCTION Throughout textbooks and teacher lectures, preservice teachers hear about the experience of the instructor and rarely receive a firsthand perspective from students with disabilities. Preservice teachers learn from these specific perspectives but do not interact with students until their classroom observation and student teaching. Everything up until this point is instructor driven and the instructor explains how they themselves worked with these different individuals and populations. Many state certifications allow special educators to work with any student who meets the criteria for a disability. It is common for a teacher to eventually work with a student who has a different set of needs than that of those students they typically educate. Preservice teachers and teachers who will be working with a new population, must seek out an education which will prepare them for their new endeavors. The use of the video interview will help these educators on their journey. PROCESS STEP 1:Students enrolled in an Introduction to Special Education course created questions for an individual with a Developmental Delay (Michael, 28) and an individual with Asperger Syndrome (Daniel, 29). STEP 2:The 20 most common questions specific for Michael were asked in an interview format with pertinent follow-up questions. A similar interview took place with Daniel. Both interviews were recorded on film. STEP 3:Students enrolled in a separate section of the Introduction to Special Education course participated in this study by watching the video interviews and then responding to a series of ten questions. Additionally, the students responded to a series of ten questions pertaining to Emotional and Behavioral Disorders, in which there was no accompanying video. The questions throughout all three assignments were the same, with only the disability name changing. Students were able to answer these questions using any source from the class. RESULTS Asperger Syndrome An average of 3.57 questions pertaining to Asperger Syndrome contained video references. Four of the students did not reference the video interview. Two students answered seven questions referencing the video interview. Two students answered four questions referencing the video interview. Developmental Delay An average of 4.5 questions pertaining to Developmental Delay contained video references. Two of the students did not reference the video interview. Three students answered nine questions referencing the video interview. Three students answered four questions referencing the video interview. Emotional and Behavioral Disorders *A non-video case study was provided An average of 1.29 questions pertaining to Emotional and Behavioral Disorders contained case study references. Seven of the students did not reference the case study. Three students answered one question referencing the case study. Two students answered two questions referencing the case study. Confidence Scale *Only three responses were reported An average of 6/10 confidence score for working with those with Asperger Syndrome An average of 6/10 confidence score for working with those with a Developmental Delay An average of 6.3/10 confidence score for working with those with an Emotional and Behavioral Disorder PROCESS CONTINUED STEP 4:During the course, the students took a midterm and final assessment. These assessments were essay based and comprehensive. Both the midterm and final exam could incorporate information gained through the video interviews. STEP 5:The students were instructed to complete Likert scales and open-ended response questions pertaining to their confidence in working with individuals who have Asperger Syndrome, a Developmental Delay, and Emotional and Behavioral Disorders.