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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3208 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3208 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3208 archive 4031 disk0/00/00/12/74 2011-01-26 12:55:05 2021-12-01 03:40:03 2011-07-19 16:32:31 thesis show 0 Hart Robert Gerald Scott Morris Sue University of Birmingham unpub LC 10col_socs Video self-modelling (VSM) is a behavioural intervention in which an observer views a short video of him/herself engaged in adaptive behaviour, in order to learn the behaviour and reproduce it more frequently, fluently or appropriately. While the past three decades have seen research in different domains of applied psychology which attests to the potential benefits of VSM in a variety of settings, including special education, it has received scant attention within the UK educational psychology community. An exploratory study was conducted to see if and how VSM could be integrated into the work of an Educational Psychologist working as an external consultant. VSM interventions were undertaken with two 10-year-old boys with social interaction and communication difficulties. One of these focused on developing anger management skills, and the other on improving writing performance. A mixed-methods approach was used with qualitative information from post-intervention participant and staff interviews being used in addition to experimental outcome measures. Post-intervention behaviour changes were observed in both cases, with fewer negative behavioural incidents, and more words written, respectively, however qualitative feedback raised questions about the effectiveness of VSM for one of the cases. Limitations of the research are discussed, as is the suitability of VSM as an addition to the repertoire of Educational Psychologists’ interventions. 2010-12 2010-06 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 186 University of Birmingham School of Education d_ae na 2010-12 graduation