Self‐modeling as an effective intervention for students with serious emotional disturbance: Are we modifying children's memories?

Abstract

Abstract The intent of this article is to consider similarities between the research on the alteration of memory, and that on the modification of behavior through viewing edited self‐modeling videotapes that depict exemplary behavior. A considerable number of studies unequivocally show that memory can be altered through several mechanisms, including visual techniques. However, there is limited research indicating that alteration of memory results in valued and adaptive behavioral change. This article explores a tenable explanation for the research finding that self‐modeling is an effective intervention for students with behavior disorders. It was hypothesized that when participants view a change in their behavior, their memories and self‐beliefs subsequently change to be in concert with that shown on the edited videotape. Perhaps as the individuals repeatedly view the videotapes, they alter their memory of engagement in past maladaptive behavior, with an adaptive memory of exemplary behavior. Further, they may come to believe that they were always capable of exhibiting such behavior. © 2002 Wiley Periodicals, Inc.

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