Abstract
This study employed a multiple baseline design across individuals with a follow-up to examine self-modeling as a treatment for disruptive behavior in 4 school-aged males with social and emotional disorders. Self-modeling is defined as the positive change in behavior that results from viewing oneself on edited videotapes that depict only exemplary behavior. The students viewed two 5-minute edited videotapes of themselves behaving appropriately in the classroom on 6 occasions over a 2-week period. After viewing the intervention videotapes, all students evidenced a substantial reduction in disruptive behavior. To differing degrees, the students maintained their treatment gains at follow-up.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
