Use of Video Modeling to Increase Positive Peer Interactions of Four Preschool Children with Social Skills Difficulties

Difficulties initiating and maintaining positive social interactions with peers represents a significant problem for many preschool children. The present study sought to evaluate the use of a video modeling intervention for increasing positive peer interactions among four preschool boys who were assessed as having poor social skills. The video modeling intervention was evaluated in a delayed multiple probe across participants design. The video depicted successful entry of a peer in a play routine and maintenance of positive play behavior by the peer. Positive outcomes were achieved for two participants and variable outcomes for the remaining two children. Teachers and parents rated the intervention as acceptable. The results suggest an improvement in the amount of time engaged in positive social interactions with peers for two of the four participants with the onset of the video modeling intervention. The findings are discussed in relation to implications for early childhood practice and future research in the area.