Video self-modelling: an intervention for children with behaviour difficulties

Julia Howe, Helen Regan

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)
701 Downloads (Pure)


There has recently been a growth in interest in the use of video
technology in the practice of educational psychologists. This research
explores the effects of a video self-modelling (VSM) intervention
on the behaviours of a child in mainstream education using a
single case study design set within a behaviourist paradigm. VSM
is a behavioural intervention that requires the participant, in this
instance a six year old boy, to view a short video of himself engaging
in target behaviours. Baseline and post-intervention data were
collected through classroom-based observations by the researcher
in order to monitor the frequencies of the target behaviours and to
evaluate the effectiveness of the VSM intervention. The participant
demonstrated higher frequencies of target behaviours following the
intervention. The results suggest that VSM is a promising method for
educational psychologists to use as a proactive approach with pupils
in educational settings to improve target behaviours.
Original languageEnglish
Pages (from-to)1-10
Number of pages10
JournalEducational Psychology in Practice
Early online date10 Oct 2016
Publication statusE-pub ahead of print - 10 Oct 2016


  • Video self-modelling
  • behaviour
  • primary
  • social learning theory
  • educational psychology


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