Videotape peer-modeling and self-modeling with preschoolers
Abstract
The purpose of the present research was to decrease disruptive and aggressive behaviors using videotape peer-modeling and videotape self-modeling of preschoolers who were enrolled in a Day Treatment Program for emotionally and behavioral disturbed children. A multiple baseline design was used. The children received no treatment, viewed a video of a peer engaging in appropriate behavior, then the children viewed a videotape in which they were engaging in appropriate behavior, and a follow-up phase was used. Results indicated that for disruptive behaviors videotape self-modeling may have decreased the frequency more then videotape peer-modeling did. For aggressive behavior, both videotape peer-modeling and videotape self-modeling decreased the frequency of aggressive behavior. Possible reasons for the difference in outcomes between the two interventions and the two behaviors are discussed.