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Infant faces represent highly salient visual stimuli that have been shown to elicit intuitive caregiving behaviors in healthy adults. However, the temporal dynamics of infant face processing in parents of young children remain poorly understood and the mechanism of action for the release of intuitive caregiving has not been elucidated. Although substantial advances have been made mapping the parental brain with fMRI, further work is needed to characterize the temporal dynamics of infant visual cue processing—particularly in populations at risk for disruptions in caregiving, such as families raising young children under conditions of economic adversity. Therefore, the purpose of this investigation was to examine the temporal dynamics of caregivers’ neural responses to unfamiliar infant faces in a sample of mothers raising young children with limited financial resources. To achieve this goal, this study utilized an event-related potential (ERP) paradigm—in combination with self-report and observational measures—to (1) examine the temporal dynamics of mothers’ infant face processing across different phases of perceptual processing; (2) test the relationship between mothers’ neural responses to unfamiliar infant faces and to other aspects of parental function; and (3) examine whether mothers’ neural responses to unfamiliar infant faces are sensitive to change with intervention. Three ERP components examined in prior work with caregivers (i.e., the P100, N170, and P300) were utilized to index the temporal dynamics of infant cue processing and two separate sets of analyses (Study 1 and Study 2) were conducted. Broadly speaking, the data collected in this investigation suggest that, for mothers raising young children under conditions of economic adversity, the parental brain begins differentiating between infant emotional expressions very early in the temporal course of stimulus perception and that mothers’ ERPs for unfamiliar infant faces are associated with other aspects of parental function, including self-reported experience and observable caregiving behavior. Preliminary analyses suggest that ERPs for unfamiliar infant faces are sensitive to change via a strength-based parenting program designed to reinforce caregivers’ attention to infant cues. These results are discussed with an emphasis on directions for future research and study limitations.

This study used video feedback to improve the horseback riding skills of advanced beginner riders. The study focused on three skill sets, those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded attempt at the target behaviors was immediately shown to the rider and the instructor. The rider and instructor reviewed the video while the instructor delivered feedback. Target behaviors were scored according to checklists that correspond to each skill. For all participants, video feedback increased their correct riding skills.

Classroom teachers are constantly trying to find the answer to those many behavior situations that arise on a daily basis in schools. In this study, we looked at the benefits of using a digital recorder in the classroom to help students become more “aware” of their behaviors. The study was done in a rural, public elementary school with three males that ranged from third grade to fifth grade. Each of these three boys has been identified as students with either specific learning disabilities or emotional disturbances. This program was run by the resource teacher and a trained paraprofessional. The methods of this study included a digital recording of classroom activities with a focus on the three students. On a daily basis, each student would watch the recording with the resource teacher and evaluate their behaviors. The students were asked to self-evaluate their behaviors before discussing them with the resource teacher. The results for two of the three subjects were a decrease in the target behavior while the third subject’s results were not consistent. With additional time and training, this subject could also benefit from this program. The benefits of this program could reach individual students to improve their classroom behaviors while benefiting the entire classroom as well. Teachers will be able to teach and students able to learn without being interrupted by behavior incidents.

This study used video feedback to compare the effectiveness of antecedent and consequent feedback. Video feedback was used to increase the performance of dance skills of young dancers. A multiple baseline across subjects with an embedded multi-element comparison was used for three female dancers between the ages of 10 and 11 years old. Antecedent video feedback was given immediately before the performance of a target behavior, and consequent video feedback was given immediately after a performance of a different dance skill. The results show that video feedback increased all targeted skills for subjects, however, there were no differentiated results when comparing antecedent and consequent feedback.

Children diagnosed with autism spectrum disorder (ASD) characteristically exhibit social communication and language deficits. Natural environment teaching (NET) is an intervention proven effective at improving social communication and language skills. Treatment fidelity is critical for an intervention to be effective. Research shows that training alone is often not sufficient to ensure proper implementation. Self-monitoring has shown to increase treatment fidelity, but performance feedback may be necessary to further improve the fidelity of individuals implementing interventions. Using a nonconcurrent multiple baseline design across participants with an ABC sequence, this study evaluated the impact of self-monitoring and video feedback on behavior therapist implementation of NET procedures and maintenance of the skills during fading. Results indicated that self-monitoring slightly improved fidelity of implementation. Fidelity improved further with the addition of video feedback. The results also indicated that implementation of NET with fidelity by the therapists led to improvement in participating children's verbal language skills.

Video feedback has great potential to enhance performance in many settings. The following study used video feedback to enhance the martial arts performance of capoeira, an Afro-Brazilian martial art that utilizes acrobatic movements (revesado, au de costa, and macaco). A multiple baseline across behaviors was used for 5 participants where baseline conditions consisted of standard coaching consisting of instruction, modeling, rehearsal, and feedback and continued throughout the study. The intervention consisted of video feedback, in which the participants were filmed attempting a movement and immediately viewed the video afterwards, while receiving positive and corrective feedback from the instructor, using the pause, slow motion, and replay controls. The participant was filmed at least a total of three times per session and each attempt was scored. The target behaviors were scored on a 15-item checklist, resulting in a percentage correct. A second video feedback condition similar to the first was also introduced to some participants, in which participants were able to practice the movements with live feedback before being filmed again. Results show gradual increases in baseline and a more rapid acquisition of the skills during the video feedback conditions.

Correct formation during starting block execution is important for injury prevention and obtaining maximum velocity during the sprint. Researchers in applied behavior analysis have evaluated several procedures to improve performance in sports such as gymnastics, football, and, golf. A promising method to improve sports performance is expert modeling plus video feedback. However, there is little research on this method and it has yet to be evaluated with sprinters in track and field. Therefore, the purpose of this study was to evaluate the effectiveness of expert modeling and video feedback to improve form during block starts with track and field sprinters. Results revealed marked improvement from baseline to intervention across all four participants that was maintained at follow-up.

Watching oneself on video (self-observation) compared to self-observation coupled with a skilled model video (mixed-models) was examined in a gymnastics environment to determine whether combining two model types would be better than just one. Twenty-one gymnasts learned one gymnastics skill with mixed-models and a second skill with self-observation across pre-test, three learning sessions, and post-test. Physical performance, scored by two evaluators, revealed a significant condition by session interaction (F(3,51) = 3.329, p = .027). At session 3 and post-test, scores obtained with mixed-models were significantly higher than those with self-observation. Cognitive representation of the skills was measured at pre-test and post-test via error detection and recognition tests, analyzed using signal detection. Participants had significantly higher response sensitivity scores with mixed-models (F(1,14) = 10.810, p = .005) compared to self-observation. The conclusion drawn is that it is better to incorporate self and skilled models in a gymnastics setting than self-observation alone.

This study evaluated the effectiveness of video feedback to improve three cheerleading tumbling skills in a multiple baseline across behaviors design. The study involved three high school cheerleaders. Target behaviors varied by participant, being some variation of a front walkover roundoff back handspring, a standing back tuck, and a toe touch two back handsprings. The primary researcher implemented the video feedback procedure. All cheerleading skills for all participants increased substantially during intervention. This study extended sports performance literature by evaluating video feedback in a sport that has never been the focus of research in Applied Behavior Analysis.