Self-Modeling with Preschoolers

Abstract

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.