Self-Modeling with Preschoolers

Clark, Elaine; Beck, Donald E.; Sloane, Howard N.; Jenson, William R.; Bowen, Julie M.; Goldsmith, Douglas; Kehle, Thomas J.

doi:10.1177/0143034393141006

Cited by 25 publications

(24 citation statements)

References 4 publications

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“…With the exception of John, the positive TRS ratings did not generalize to the home setting as reflected in the BASC-2 PRS ratings. These inconsistent results comport with previous research examining the efficacy of VSM technologies with individuals diagnosed with emotional and behavioral disorders (e.g., Clark et al 1993;Mason et al 2012;Possell et al 1999). Although the overall implication of these findings should be interpreted cautiously given the relatively small sample sizes that have been employed, it is certainly possible that younger children with behavioral and emotional disorders may have difficulty processing information presented through visual technologies such as VSM in a way that facilitates generalization across settings.…”

Section: Discussionsupporting

confidence: 53%

“…Buggey (2009) stated that longer video lengths produced negligible improvements in comparison to shorter video clips. Clark et al (1993) also found no significant improvements when targeting behavior using VSM with a sample of male preschool students (N=6) diagnosed with oppositional defiant disorder. Each student participated in three conditions which included the following: self-modeling, peer modeling, and a control condition.…”

Section: Clinical Applications Of Vsmmentioning

confidence: 85%

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Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

Spata

Carter

Johnson

et al. 2015

Contemp School Psychol

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The present study examined the utility of video selfmodeling (VSM) for reducing externalizing behaviors (e.g., aggression, conduct problems, hyperactivity, and impulsivity) observed within the classroom environment. After identification of relevant target behaviors, VSM interventions were developed for first and second grade students (N=4), ages 7-8, from a suburban school district. All participants were eligible for special education and related services, with eligibility classifications that ranged from other health impairment (OHI) to traumatic brain injury (TBI). VSM treatment outcomes were evaluated using multiple change indices (e.g., reliable change index, means difference effect size) to examine the clinical and statistical significance of differences observed between pre and postintervention administrations of parent and teacher forms of the Behavior Assessment System for Children-Second Edition (BASC-2) rating scale. Although outcomes for individual participants were relatively consistent across the multiple change indices, differential effects in reductions in reports of externalizing behaviors across teacher and parent rating forms were observed. Implications, limitations, and future directions of VSM research are also discussed.

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Section: Discussionsupporting

confidence: 53%

Section: Clinical Applications Of Vsmmentioning

confidence: 85%

Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

Spata

Carter

Johnson

et al. 2015

Contemp School Psychol

View full text Add to dashboard Cite

show abstract

“…The second study with negative findings also targeted aggressive and noncompliant behaviors (Clark et al, 1993). In this study, no substantial reduction in negative behaviors occurred after the introduction of VSM.…”

mentioning

confidence: 76%

An Examination of the Effectiveness of Videotaped Self-Modeling in Teaching Specific Linguistic Structures to Preschoolers

Buggey

1995

Topics in Early Childhood Special Education

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Videotaped self-modeling (VSM) has been developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they are presently functioning in their natural environment. VSM has been used effectively to train positive behaviors and to decrease negative behaviors across a wide range of ages and behaviors; however, studies of VSM use with preschoolers and in the training of language behaviors has been sparse. The present study was designed to analyze the effects of VSM on the acquisition, maintenance, and generalization of the contractible copula is with preschool children with delayed language. The results indicated that the three children included in the study made obvious gains in acquiring the target behavior and applied the behavior in normal conversational use. The gains made during intervention were maintained through a follow-up phase. The findings suggest that VSM may represent a new cost-and timeefficient technique for training language skills with preschoolers.

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“…It is interesting that two studies were found in which selfmodeling was found to be ineffective, and both of these had preschoolers as participants. Clark et al (1993) found that selfmodeling did not modify aggressive behaviors in a group of six preschoolers who were labeled as oppositional-defiant. Buggey (1995b) had mixed results in a study aimed at training language skills to two preschoolers: One child made significant gains in mean length of utterance and intelligibility, whereas the second child made no measurable gains in his target behaviors.…”

mentioning

confidence: 87%

Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

Buggey

2005

Focus Autism Other Dev Disabl

193

154

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Videotaped self-modeling (VSM) Was developed as a means to alloW participants to vieW themselves in situations Where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unWanted behaviors across a range of ages and behaviors; hoWever, feW studies of VSM have been conducted With students With autism. The present study Was designed to analyze the effects that VSM had on children With autism spectrum disorders across a variety of behaviors, including language, social initiations, tantrums, and aggression. Multiple-baseline designs across students and behaviors Were used to evaluate performance in several substudies. The results indicated that all of the 5 participants exhibited immediate and significant gains and that those gains Were maintained after cessation of treatment. The findings suggest that VSM may constitute a positive behavior change intervention Worthy of consideration for persons With autism.

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Self-Modeling with Preschoolers

Cited by 25 publications

References 4 publications

Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

An Examination of the Effectiveness of Videotaped Self-Modeling in Teaching Specific Linguistic Structures to Preschoolers

Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

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