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Clare, Susan K.; Jenson, William R.; Kehle, Thomas J.; Bray, Melissa A. – Psychology in the Schools, 2000
Investigates the effectiveness of self-modeling as a treatment to increase on-task behavior. Results indicate immediate, substantial, and durable changes in students' on-task behavior that generalizes across academic settings. At 6- and 8-week follow-up, the students' percentages of on-task behavior were essentially indistinguishable from their…
Descriptors: Behavior Change, Counseling Effectiveness, Intermediate Grades, Modeling (Psychology)

Grantham, Robert J.; Joslyn, Marcia S. – Rehabilitation Counseling Bulletin, 1981
Reviews literature related to modeling in a rehabilita- tive setting. Suggests modeling effectiveness is influenced by sex, prestige, and able-bodiedness of the models. Both live and film models prove effective. Modeling is applicable to social, emotional, educational, and vocational problems. Different disability groups react to models in…
Descriptors: Behavior Change, Counseling Effectiveness, Counseling Techniques, Counselors

Hallenbeck, Betty A.; Kauffman, James M. – Journal of Special Education, 1995
This paper reviews research on observational learning, including model characteristics and observers' responses, vicarious reinforcement as implicit punishment, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. Regular class placement of students…
Descriptors: Aggression, Behavior Change, Behavior Disorders, Emotional Disturbances

Kottler, Jeffrey A. – School Counselor, 1980
The school counselor functions as a therapeutic model in many diverse roles. Modeling strategies include semantic modeling, self-disclosure, power in modeling, role reversal, and field modeling. Counselors must present an image of confidence and competence to their clients. (JAC)
Descriptors: Behavior Change, Counseling Techniques, Counselor Client Relationship, Counselor Role
Hoffman, Martin L. – 1979
The psychoanalytic theory of identification and the cognitive-developmental and social-learning theories of imitation are briefly described. Pertinent empirical research in the following areas is summarized and critically evaluated: imitation in infants, observational learning, clinical use of modeling, and the relation of imitation to aggression,…
Descriptors: Aggression, Behavior Change, Children, Developmental Stages