Videotape peer-modeling and self-modeling with preschoolers

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.

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Grantor dc:publisher

University of Nevada, Las Vegas

Year

1994

Author dc:creator

• Smith, Kimberly Ann

Statement dc:rights

• IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English

Identifier

https://oasis.library.unlv.edu/rtds/393

OAI identifier oai:identifier

oai:oasis.library.unlv.edu:rtds-1392