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

The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool... Abstract: 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

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

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

Abstract: 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.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Sep 20, 2017

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