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ERIC Number: EJ1154272
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0748-8491
The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool Children
Green, Vanessa A.; Prior, Tessa; Smart, Emily; Boelema, Tanya; Drysdale, Heather; Harcourt, Susan; Roche, Laura; Waddington, Hannah
Education and Treatment of Children, v40 n3 p353-378 2017
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.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Identifiers - Assessments and Surveys: Social Skills Rating System
Grant or Contract Numbers: N/A