Effectiveness of a video modelling intervention in a shy, withdrawn
preschool child

Emily Smart
Vanessa A. Green
Tegan E. Lynch
Victoria University of Wellington

Social withdrawal in early childhood may indicate a lack of knowledge of social skills or extreme shyness. If required, an early intervention program is the best way to ensure that the behaviour does not manifest into a more significant problem for the individual. The purpose of the current study was to assess the effectiveness of a video modelling intervention, demonstrating sharing, on the generalisation of social skills in a socially withdrawn preschooler. The intervention consisted of a target child watching a video—showing children of the same gender and age—that demonstrates children performing a ‘sharing’ sequence of behaviour. Interval sampling was used in the data collection. Results indicated a positive response to the intervention, demonstrated by an increase in the related social skills of positive verbalisations, maintained reciprocal play and reduced adult interaction. Results are discussed with reference to how behaviour is affected through natural contingencies and innate factors within the child.

Australasian Journal of Early Childhood—Volume 41 Number 3 September 2016.

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