The study examined the effectiveness of videotapes showing cooperative prosocial interaction between models on the behavior of 6 female and 14 male severely emotionally disturbed withdrawn children (aged between 9 and 14 years old). An introductory review of the literature considers general modeling theory, variables of the modeling act and their effects on behavior, and classification of modeled behaviors. The study's experimental Ss, paired in same sex dyads, viewed a tape showing two models engaged in verbal and nonverbal cooperative interactive play with marble raceways. Control Ss viewed a tape showing the models playing independently with the raceways. Ss were observed for a 5 minute preintervention and a 10 minute postintervention period playing with the raceway toys. Results indicated: (1) experimental Ss engaged in more associative and cooperative behaviors than control Ss following the videotape; (2) in particular, experimental Ss demonstrated more prosocial proximal and face to face body movements than did control Ss; (3) experimental Ss used more prosocial language; and (4) experimental Ss did not produce a greater quantity of total language. (DB)