The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool Children

• Published in: Education & treatment of children 2017-08, Vol.40 (3), p.353-378
• Main Authors: Green, Vanessa A., Prior, Tessa, Smart, Emily, Boelema, Tanya, Drysdale, Heather, Harcourt, Susan, Roche, Laura, Waddington, Hannah
• Format: Article
• Language: English
• Subjects: Attention deficit hyperactivity disorder; Autism; Behavior; Behavior Problems; Child behavior; Child behaviour; Children; Children & youth; Early Childhood Education; EXPERIMENTAL STUDIES; Foreign Countries; Interaction; Interpersonal Competence; Intervention; Learning Theories; Modeling (Psychology); Observation; Peer Relationship; Peer relationships; Peers; Preschool Children; Preschool Education; Program Effectiveness; Skills; Social aspects; Social interaction; Social research; Social skills; Student Behavior; Studies; Study and teaching; Teaching; Teaching Methods; Video; Video Technology
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.2017.0015

The study described in this article sought to enhance the social interaction skills of 3 preschool children using video modeling. All children had been assessed as having difficulties in their interactions with peers. Two were above average on internalizing problems and the third was above average on externalizing problems. The study used a delayed multiple probe across participants' design and was situated in a preschool setting. Videos were individualized for each participant based on age, gender, ethnicity, and individual needs. The models demonstrated appropriate play behavior with peers. Positive outcomes were achieved for 2 participants. The findings suggest that although the social interaction skills of preschool children can be enhanced in their natural environment through the use of video modeling; video modeling alone might not be sufficient for addressing the needs of children with externalizing problems.