Modeling prompts “consist of demonstrating part or all of the desired behavior to the student who imitates or repeats the action immediately” (Snell & Zirpoli, 1987, p. 126). As with gestural prompts, modeling should be paired with an appropriate verbal prompt or verbal discriminative stimulus that the child will be expected to respond to after the modeling prompt is phased out. For example, when instructing a group of students on expected behavior during story time, the teacher may model where and how the children should sit quietly, with their hands to themselves and without disturbing others. Then, following the verbal discriminative stimulus “Children, it is time to read a story,” the teacher may ask the children to imitate or practice this behavior while a story is being read to them. Appropriate behaviors are then reinforced (“Mario, I like the way you are listening!”). Sometimes the teacher may ask another student to model a particular behavior for the other students. Regardless of who is providing the model, Bandura (1971) recommends that

Kazdin (1989, p. 21) states that the imitation of a model by an observer is more likely when

(Zirpoli 17-18)

Zirpoli, Thomas J. Behavior Management, 7th Edition. Pearson, 20150216. VitalBook file.

Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.