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School Psychology International
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Self-Modeling with Preschoolers

Is it Different?

Elaine Clark

Donald Beck

Howard Sloane

William Jenson

Julie Bowen

University of Utah, USA

Douglas Goldsmith

Children's Center, Salt Lake City, Utah, USA

Thomas Kehle

University of Connecticut, USA

A complex reversal design was used to investigate the effectiveness of self-modeling procedures in reducing aggression and noncompliance in six preschool-age children. Self-modeling was compared with peer modeling and a control condition over a ten-week period. Follow-up and maintenance of behavior change was studied, as was generalization. No positive effects were found for the selfmodeling intervention in reducing instances of aggression or noncompliance. Supplementary analysis of four subjects' data further showed no increase in prosocial behavior as a function of the self-modeling intervention.

School Psychology International, Vol. 14, No. 1, 83-89 (1993)
DOI: 10.1177/0143034393141006
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