Teaching Prekindergarten Participants to Self-Monitor Social Distancing Utilizing Pictures and a Behavioral Skills

Date of Award


Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)


School Psychology

First Advisor

Steege, Mark

Second Advisor

Pratt, Jamie

Third Advisor

Roy, William


Prekindergarten; Self-monitoring; Social Distance; Behavioral skills training Title


The purpose of this dissertation was to evaluate the effectiveness of a behavioral skills training model for teaching preschool children to self-monitor and increase appropriate social distancing space in the classroom. Two single case research designs were utilized during the study: a within-subject multiple baseline across settings with a reversal and a systematic replication with generalization probes. To teach the concept of appropriate social distancing space, two participants were photographed engaging in behaviors associated with being in their own space (e.g., sitting on their bottom, keeping their hands to themselves, and remaining an arms-length away from others) and “being too close” to others (e.g., being closer than one arms-length or touching another person). These pictures were placed on a self-monitoring board, and behavioral skills training was used to teach participants to utilize a vibrating timer to take momentary time sampling self-data. Both participants demonstrated an increase in appropriate social distancing space and increased the accuracy of their self-monitoring with feedback and social praise.