Volume 4, Issue 1 (1975)
The Use of Symbolic Modeling to Promote Social Skills in Preschool Children With Low Levels of Social Responsiveness
M.F. Keller, P.M. Carlson
There is abundant evidence that symbolic modeling is an effective means of transmitting novel responses to preschool children (Bandura, 1969 ; Ross & Ross, 1963 ; Bryan & Schwartz, 1971; Hicks, 1965). Recently, the utility of modeling as a means of increasing social interaction in withdrawn children has been investigated. By exposing nursery school isolates to a film depicting rewarding social behaviors, O’Connor (1969) was able to increase the interaction frequency of his withdrawn subjects. Subsequently, O’Connor (1972) replicated his initial finding and showed that the behavior change is maintained at 3-6 week follow-up assessments. The study reported here is an attempt to pursue this application of modeling procedures. Specifically, it was thought that a more precise identification of social interaction behaviors in the peer group would clarify the process by which increased interaction is achieved and would aid in an understanding of the conditions necessary for treatment effectiveness.
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