Increasing Social Participation in Preschool Social Isolates

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Abstract
The present study attempted to increase social participation in preschool social isolates through symbolic modeling. Sixteen socially withdrawn preschool children were identified through behavioral observation and peer sociometric measures. Half of them viewed a modeling film that depicted appropriate social behavior in the nursery school, and half saw a control film about animals. Each child saw the same film on two occasions. Behavioral assessments were conducted immediately following each film presentation and 3 weeks after the completion of treatment, when sociometric measures were also obtained. Children shown the modeling film increased their social participation scores at the postfilm assessment phases, an increase that was maintained at follow-up. The sociometric status of these children did not change significantly from pretest to follow-up. Possible mechanisms responsible for treatment effects, the lack of sensitivity of the sociometric measure to the effects of intervention, and the significance of the findings both for research and for those working with young children are discussed.