The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual DisabilityReport as inadecuate




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Educational Sciences: Theory and Practice, v16 n1 p83-107 Feb 2016

There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with intellectual disabilities in emerging adulthood, in teaching social skills. A multiple-probe design across participants was used to assess the effectiveness of the intervention package. Results showed that, all participants acquired the target social skills with 100% accuracy, maintained these skills over time, and generalized them across settings, conditions, and people. Additionally, social validity data collected with semi-structured interview were positive in general. Study findings were discussed within the framework of the literature and recommendations have been given regarding this intervention and further research.

Descriptors: Intellectual Disability, Interpersonal Competence, Social Development, Skill Development, Intervention, Video Technology, Modeling (Psychology), Story Telling, Adolescents, Program Effectiveness, Maintenance, Generalization, Semi Structured Interviews, Foreign Countries, Special Education, Special Schools

Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor[at]edam.com.tr; Web site: http://www.estp.com.tr/





Author: Gül, Seray Olçay

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2982&id=EJ1101155







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