Self-modeling as an intervention to reduce disruptive classroom behavior

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.