This research was supported by Public Health Research Grant M-5162 from the National Institute of Mental Health to Albert Bandura, and by the Louis Haas Research Fund, Stanford University. The author is grateful to Professor Bandura, whose enthusiastic assistance and many suggestions were invaluable during all phases of this project, and to Professor Eleanor E. Maccoby, who provided support and helpful comments during the initial stages of the experiment. Professors Robert R. Sears and Edith Dowley generously assisted in the design and implementation of observational procedures, and Marian O'Connor collaborated on numerous resources which insured the success of the program.
MODIFICATION OF SOCIAL WITHDRAWAL THROUGH SYMBOLIC MODELING1
Article first published online: 27 FEB 2013
1969 Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 2, Issue 1, pages 15–22, Spring 1969
How to Cite
O'Connor, R. D. (1969), MODIFICATION OF SOCIAL WITHDRAWAL THROUGH SYMBOLIC MODELING. Jnl of Applied Behav Analysis, 2: 15–22. doi: 10.1901/jaba.1969.2-15
- Issue published online: 27 FEB 2013
- Article first published online: 27 FEB 2013
- Received 18 September 1968
The present experiment was designed to test the efficacy of symbolic modeling as a treatment to enhance social behavior in preschool isolates. Nursery school children who displayed marked social withdrawal were assigned to one of two conditions. One group observed a film depicting increasingly more active social interactions between children with positive consequences ensuing in each scene, while a narrative soundtrack emphasized the appropriate behavior of the models. A control group observed a film that contained no social interaction. Control children displayed no change in withdrawal behavior, whereas those who had the benefit of symbolic modeling increased their level of social interaction to that of non-isolate nursery school children.