Effectiveness of a Video Modelling Intervention in a shy, Withdrawn Preschool Child

Abstract

SOCIAL WITHDRAWAL IN EARLY childhood may indicate a lack of knowledge of social skills or extreme shyness. If required, an early intervention program is the best way to ensure that the behaviour does not manifest into a more significant problem for the individual. The purpose of the current study was to assess the effectiveness of a video modelling intervention, demonstrating sharing, on the generalisation of social skills in a socially withdrawn preschooler. The intervention consisted of a target child watching a video—showing children of the same gender and age—that demonstrates children performing a ‘sharing’ sequence of behaviour. Interval sampling was used in the data collection. Results indicated a positive response to the intervention, demonstrated by an increase in the related social skills of positive verbalisations, maintained reciprocal play and reduced adult interaction. Results are discussed with reference to how behaviour is affected through natural contingencies and innate factors within the child.

Evidence from single case research on social skills interventions for preschoolers at‐risk for EBD: A scoping review and application of quality indicators

“…Of the 13 studies, four studies used multiple baseline design across participants, but the intervention began at less than three time points (Brown et al, 1988; T. Stanton‐Chapman et al, 2008; Storey et al, 1994). The other eight studies used reversal design or variations of reversal design, but they had less than three phase contrasts to demonstrate intervention effects (Frea et al, 1999; Goldstein et al, 1988; Lewis, 1994; Macy & Bricker, 2007; McConnell et al, 1991; Smart et al, 2016; Strain & Timm, 1974; Urlacher et al, 2016). One study that used multiple treatment design did not have three different points in time to show intervention effects (Lemmon & Green, 2015).…”

“…The reviewed studies included intervention packages using High scope curriculum (T. L. Stanton‐Chapman & Brown, 2015a; T. L. Stanton‐Chapman & Brown, 2015b; T. L. Stanton‐Chapman et al, 2006), social story (Benish & Bramlett, 2011; Zimmerman et al, 2019), social skills instructions (Anderson et al, 2018; Hundert & Houghton, 1992; Lewis, 1994; McConnell et al, 1991; Storey et al, 1994), video modeling (Green et al, 2013, 2017; Lemmon & Green, 2015; Oh‐young et al, 2018; Smart et al, 2016), and script training (Goldstein et al, 1988; Gronna et al, 1999). The most commonly used behavior strategies included in the packages were prompting, modeling and reinforcement.…”

“…;Lemmon& Green, 2015;Oh-young et al, 2018;Smart et al, 2016), and script training(Goldstein et al, 1988;T A B L E 5…”

Cognitive Behavior Therapy for Young Children with Anxiety: A Focused Review

“…Studies on modeling as a technique have also looked at video modeling for anxiety and even shyness in children [41]. All the studies on modeling have essentially been with regard to treating specific phobias and its use in other types of anxiety has not been as well delineated.…”