Journal article

Using video modelling to teach expected behaviours to primary students

Anthea Naylor, Sarah E Spence, Shiralee Poed



Video Self-Modelling (VSM) and Video Peer-Modelling (VPM) have proved effective when teaching pro-social behaviours to students with disability, individually and during whole-class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both the meTV model and video modelling when teaching expected behaviours in mainstream schools implementing Positive Behavioural Interventions and Supports (PBIS). The trial found that, after minimal viewings, the use of VSM and VPM, as well as the meTV model, were effective interventions for teaching pro-social skills for all students.


Funding Acknowledgements

The authors wish to acknowledge the Victoria Department of Education and Training for providing financial support for this research, as well as Yarra Ranges Special Developmental School for releasing the initial two authors to conduct this work. We also wish to thank the Principal, staff and students in the two trial schools without whom this research would not have been possible. Additionally, we are grateful for the guidance and advice of Dr Tom Buggey, Dr Peter Dowrick, Dr Robert Horner, Kari Dunn Buron, Dr Scott Bellini, Dr Preson Lewis, and Dr George Sugai in relation to this research.