Video Peer Modeling in K‐12 Settings: A Research Synthesis

ABSTRACT Many barriers to effective evidence‐based intervention implementation exist in K–12 settings, especially the lack of time and resources, highlighting the need for effective and feasible interventions. Despite its promising effectiveness and feasibility advantages, video peer modeling to date has not been systematically reviewed to provide evidence‐based guidance for school practitioners and researchers. The present study fills this gap by reviewing extant empirical studies that examined video peer modeling applied in K–12 settings. Thirty studies that met the inclusion criteria were summarized by their (a) intervention dosage, (b) intervention components, (c) target skill areas, (d) skill‐specific effectiveness, and (e) methodological quality. Results suggest that video peer modeling typically involves several components in addition to video‐viewing, including verbal reinforcement, tangible reinforcement, prompting, explicit instruction, feedback, self‐monitoring, and visual aids. Results also suggest that, across academic, social‐emotional‐behavioral, and adaptive domains, video peer modeling shows promising effectiveness in improving a wide range of skills in schools.