Enhancing Social Skills in Preschoolers with Developmental Delays Through Video Modeling and Self-Monitoring
Date of Award
Fall 12-4-2025
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Shirley A Johnson
Keywords
Video Modeling, Developmental Delay, Social Skills Groups, Preschool, ECSE
Abstract
This study examined the impact of video modeling and self-monitoring on the social-emotional development of three preschoolers with developmental delays. Over a five-week period, students participated in targeted lessons on emotions, self-regulation, peer interaction, social communication, and help-seeking. The intervention integrated video modeling with social-emotional learning (SEL) curricula, including the A Little Spot and Second Step Early Learning programs that were already being used both in the classroom and the special education resource room. Data sources included pre- and post-intervention rating scales, frequency counts of target behaviors, student self-monitoring checklists, and teacher anecdotal records. Results indicated growth across all targeted areas, with notable gains in emotional identification, use of calming strategies, and positive peer interactions. Findings support the use of video modeling and self-monitoring as developmentally appropriate strategies in Early Childhood Special Education and highlight ongoing gaps in SEL curricula for preschool children with developmental delays.
Recommended Citation
Lindstrom, Lisa B., "Enhancing Social Skills in Preschoolers with Developmental Delays Through Video Modeling and Self-Monitoring" (2025). Dissertations, Theses, and Projects. 1086.
https://red.mnstate.edu/thesis/1086