Evaluation of the Parameters of Self-Modeling Interventions

Abstract

This article provides a description of self-modeling and its underlying theory. Various applications of self-modeling are described and a critical analysis of the research literature is provided. Ways to improve the potency of the intervention, including the use of self-modeling as a self-management technique, are suggested.

Additional information

Notes on contributors

Elaine Clark

Elaine Clark, PhD, is Associate Professor and Director, School Psychology Program, University of Utah, Salt Lake City, UT. Her research interests include assessment and interventions for behavior problems consequent to neurologic and psychiatric disorders.

Thomas J. Kehle

Thomas J. Kehle, PhD, is Professor and Director, School Psychology Program, University of Connecticut, Storrs, CT. His primary interest is self-modeling interventions. He serves as a behavioral consultant throughout the New England States.

William R. Jenson

William R. Jenson, PhD, is Professor and Chair, Educational Psychology Department, University of Utah, Salt Lake City, UT. His research focuses on interventions with behavior disorders. He conducts parent and teacher training workshops across the country.

Donald E. Beck

Donald E. Beck, PhD, is a psychologist for the Utah Department of Health, Bureau of Maternal and Infant Health, Salt Lake City, UT. His primary research interest is the assessment and intervention with children who have early medical problems.