Self-modeling as an intervention to reduce disruptive classroom behavior

This study employed a multiple baseline design across individuals with a fo llow-up to examine self-modeling as a treatment for disruptive behavior in 4 school-aged males with serial and emotional disorders. Self-modeling is d efined as the positive change in behavior that results from viewing oneself on edited videotapes that depict only exemplary behavior: The students vie wed two 5-minute edited videotape of themselves behaving appropriately in t he classroom on 6 occasions over a 2-week period. After viewing the interve ntion videotapes, all students evidenced a substantial reduction in disrupt ive behavior. To differing degrees, the students maintained their treatment gains at follow-up.