Abstract
The remediation of language skill deficits has a positive impact on school success. Thus, intervention methods that contribute to the acquisition maintenance and generalisation of language skills during the preschool years are of value. Researchers have studied learning from modelled behaviour for some time. The more
like the individual
the model was perceived to be, the more effective the results. It may be logical to assume that if an individual were to observe him/herself being successful at a task, self‐efficacy would increase. This appears to be the case in this study, in which
video self‐modelling
was used with a preschooler with language delays.