Video Self-Modelling (VSM) and Video Peer-Modelling (VPM) have proved effective when teaching pro-social behaviours to students with disability, individually and during whole-class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both the meTV model and video modelling when teaching expected behaviours in mainstream schools implementing Positive Behavioural Interventions and Supports (PBIS). The trial found that, after minimal viewings, the use of VSM and VPM, as well as the meTV model, were effective interventions for teaching pro-social skills for all students.Key words: active matrix, positive behavioural interventions and supports, teaching prosocial skills, video peer-modelling, video selfmodelling.

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