Increasing learning-related social skills in kindergarten students using video self-modeling

Abstract

Many children who enter kindergarten are lacking the skills to succeed academically and this can lead to problems in transition and academic success for the student. Therefore an early intervention that addresses learning-related social skills is of need in order to address these issues before it is too late. One way to do this is by using video self-modeling. Video-self-modeling includes observation and imitation of oneself on videotape that records specific desirable behaviors. The purpose of this study is to investigate the effectiveness of video self-modeling on learning-related social skill acquisition. Three kindergarten students, two male and one female, at a Native Hawaiian public charter school participated. Experimental control was demonstrated using a staggered multiple-baseline design across participants. Significant learning-related social skill acquisition and maintenance was observed using a video self-modeling intervention.