The self-modeling intervention has been studied for more than 40 years, most often through single-subject research design. This article evaluates the use of the intervention with behaviors associated with both externalizing and internalizing disorders. It compares and summarizes the use of the self-modeling intervention with behaviors such as: disruptive classroom and social-setting behaviors. Attention-Deficit/Hyperactivity Disorder-associated behaviors, anxiety, depression, fear, and self-efficacy. Behaviors associated with disorders such as stuttering, selective mutism, and autism are not included in this review as they are covered more in-depth in other articles contained within this special issue. In general, the self-modeling intervention is supported for use in a variety of behaviors associated with both internalizing and externalizing disorders. Practitioners are advised to use the methods outlined in this article as support for incorporating the self-modeling intervention for school-aged children with both internalizing and externalizing disorders.