Premium
Application of self‐modeling to externalizing and internalizing disorders
Author(s) -
Madaus Melissa Root,
Ruberto Laura M.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20619
Subject(s) - psychology , intervention (counseling) , autism , anxiety , stuttering , externalization , clinical psychology , developmental psychology , attention deficit hyperactivity disorder , social anxiety , conduct disorder , psychiatry , psychoanalysis
The self‐modeling intervention has been studied for more than 40 years, most often through single‐subject research design. This article evaluates the use of the intervention with behaviors associated with both externalizing and internalizing disorders. It compares and summarizes the use of the self‐modeling intervention with behaviors such as: disruptive classroom and social‐setting behaviors. Attention‐Deficit/Hyperactivity Disorder‐associated behaviors, anxiety, depression, fear, and self‐efficacy. Behaviors associated with disorders such as stuttering, selective mutism, and autism are not included in this review as they are covered more in‐depth in other articles contained within this special issue. In general, the self‐modeling intervention is supported for use in a variety of behaviors associated with both internalizing and externalizing disorders. Practitioners are advised to use the methods outlined in this article as support for incorporating the self‐modeling intervention for school‐aged children with both internalizing and externalizing disorders. © 2011 Wiley Periodicals, Inc.