Modeling, a process by which a learned behavior is observed and imitated, has been demonstrated to be effective in the acquisition of skills. Several factors appear to enhance or detract from the effect a model has on subsequent observer behavior and contradictory findings have been reported based on the type of model used. A less explored factor is the impact of correct and incorrect models as often employed in parent training packages when teaching skills that are to be acquired by the observer. To further investigate, the current study compared the effectiveness of correct and incorrect video models using an empirically supported treatment for child behavior problems: The Incredible Years. Using a fairly minimal, and mostly remote intervention 5 out of 6 participants improved from baseline sessions. Several areas of future research are presented for modeling and parent training to assess effectiveness of model types and treatment programs used.
","abstract_html":"<p>Modeling, a process by which a learned behavior is observed and imitated, has been demonstrated to be effective in the acquisition of skills. Several factors appear to enhance or detract from the effect a model has on subsequent observer behavior and contradictory findings have been reported based on the type of model used. A less explored factor is the impact of correct and incorrect models as often employed in parent training packages when teaching skills that are to be acquired by the observer. To further investigate, the current study compared the effectiveness of correct and incorrect video models using an empirically supported treatment for child behavior problems: The Incredible Years. Using a fairly minimal, and mostly remote intervention 5 out of 6 participants improved from baseline sessions. Several areas of future research are presented for modeling and parent training to assess effectiveness of model types and treatment programs used.</p>","abstract_has_math":false,"creators":["Herrera, Elizabeth A."],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis - Pacific Access Restricted","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Scott Jensen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:09Z","subjects":["Behavioral psychology","Psychology","Modeling","Parent training","Video modeling","Medicine and Health Sciences","Psychiatry and Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339395630"],"render_values":[{"text":"9781339395630","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/282","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Scott Jensen"]},{"key":"dc:creator","label":"Author","values":["Herrera, Elizabeth A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T09:08:01Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavioral psychology","Psychology","Modeling","Parent training","Video modeling","Medicine and Health Sciences","Psychiatry and Psychology","Social and Behavioral Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339395630","https://scholarlycommons.pacific.edu/uop_etds/282"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Modeling, a process by which a learned behavior is observed and imitated, has been demonstrated to be effective in the acquisition of skills. Several factors appear to enhance or detract from the effect a model has on subsequent observer behavior and contradictory findings have been reported based on the type of model used. A less explored factor is the impact of correct and incorrect models as often employed in parent training packages when teaching skills that are to be acquired by the observer. To further investigate, the current study compared the effectiveness of correct and incorrect video models using an empirically supported treatment for child behavior problems: The Incredible Years. Using a fairly minimal, and mostly remote intervention 5 out of 6 participants improved from baseline sessions. Several areas of future research are presented for modeling and parent training to assess effectiveness of model types and treatment programs used.
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