Video Modeling and Social Stories in Teaching Social Skills for People with Intellectual Disabilities.

The purpose of this study was to investigate the effectiveness of computer-presented video modeling and social stories as an intervention package for teaching social skills to individuals with intellectual disabilities in emerging adulthood. Additionally, using a subjective assessment approach, social validity data for the study were obtained from participants with intellectual disabilities through semi-structured interviews and from the participants' teachers using a Social Validity Questionnaire. According to the findings of the study…

Social validity findings collected through the subjective evaluation approach revealed that participants and participants' teachers had positive opinions about the target skill, intervention package, and study results. Data were evaluated in the study in two ways: empirical criteria and clinical criteria. The effectiveness of the intervention was evaluated through graphical analysis in the evaluation of empirical criteria. According to the evaluation findings, the intervention package was effective in teaching specific social skills to the participants. This finding complies with the findings in the study that investigated the effectiveness of video modeling, social stories, and combined interventions that present video models and social stories together on social skills (Cigrand, 2011; Kagohara et al., 2013; Olçay-Gül ​​& Tekin-İftar, 2012; Olçay-Gül ​​​​and Vuran, 2010; Sansosti and Powell-Smith, 2008; Scattone, 2008). However, this study differed from the aforementioned studies in terms of participant characteristics (participants' ages ranged from 20 to 25 and had intellectual disabilities), intervention characteristics (computer-presented video modeling and social stories), and of the peer model (the peer model) also had intellectual disability). Therefore, the study is considered to contribute to the literature thanks to these characteristics.

Furthermore, it is believed that the study can guide families, teachers and experts in terms of showing that students in adulthood cannot benefit from the natural learning opportunities of social expressions that they usually hear in daily life; These students require systematic instruction in social skills. It is also believed that using peers with intellectual disabilities as models can contribute to the literature and shed light on teachers and experts in terms of showing that an individual can learn appropriate behaviors and skills not only from typically developing peers but also from peers. with intellectual disabilities.

Maintenance data were collected one and four weeks after the study ended. They showed that the target social skills the participants had acquired were maintained after the intervention. Maintenance data from many studies on the effectiveness of video modelling, Social Stories or a combination of both also show that participants keep the skills they acquired once the intervention has ended (Akmanoğlu & Tekin-İftar 2011; Bidwell & Rehfeldt, 2004; Croizer & Tincani, 2006; Delano, 2003; Delano & Snell, 2006; Gena et al., 2005; Graetz, 2003; Keyworth, 2004; Kuoch & Mirenda, 2003; Nikopoulos & Keenan, 2003; Özdemir, 2008; Quilty, 2007; Reichow & Sabornie, 2009; Sansosti & Powell-Smith, 2008; Schenider & Goldstein, 2010; Swaine, 2004; Washburn, 2006; Wert & Neisworth, 2003; Xin & Sutman, 2011). The maintenance findings of this study are similar to those of other research, which supports the literature. The intervention did not stop when the first criterion was met; it continued until the behaviour was seen to be maintained, which is considered effective for ensuring maintenance. Carrying out the intervention in natural settings, with natural antecedents and consequences, can also help maintain the skills acquired.
Generalisation data were also collected during the study. In the generalisation sessions, pre- and post-test data were gathered to see whether participants had generalised their skills across settings, conditions and people. According to the findings, they had done so with 100% accuracy. This matches the generalisation findings of studies using video modelling, social stories or both combined (Akmanoğlu & Tekin-İftar 2011, Bernad-Ripoll, 2007; Delano, 2003; Delano & Snell, 2006; Gena et al., 2005; Graetz, 2003; Hagiwara & Myles, 1999; Keyworth, 2004; Nikopoulos & Keenan, 2007; Olçay-Gül, 2012; Olçay-Gül & Vuran, 2010; Reichow & Sabornie, 2009; Sansosti & Powell-Smith, 2008; Scattone, 2008; Smith, 2001). Another point related to generalisation was the use of natural iterations (Tekin-İftar, 2012c): the study used natural repetitions and their effect was measured for each participant and for the group as a whole. The interventions were also carried out in front of different people, which is likewise considered effective for generalising skills. For all these reasons, generalisation and the findings can be seen as strengths of the study that support the related literature.
As mentioned above, the data were also assessed against clinical criteria. To measure how important the effect of the intervention was for the participants and the people around them, social validity data were collected. The findings, gathered from teachers and participants, show that both considered the skills taught to be meaningful and useful. Participants said they had found the intervention package entertaining, liked it very much and wanted to learn other skills with the same strategy. Teachers found it easy to use, cost-effective and enjoyable for pupils.
As a result, both participants and teachers viewed the results positively, in line with other research using subjective evaluation (Akmanoğlu & Tekin-İftar, 2011; Croizer & Tincani, 2006; Delano, 2003; Dodd et al., 2008; Emecen, 2008; Graetz, 2003; Nikopoulos & Keenan, 2003; Sansosti & Powell-Smith, 2008; Scattone, 2008). In those studies, however, data were only collected from teachers and families. Collecting social validity data from the participants themselves therefore adds to the literature, and the social validity findings of this study strengthen it.
Taking this study and the previous one together, the following conclusions can be drawn: computer-presented video modelling and Social Stories intervention packages can be used effectively to teach social skills to people with intellectual disabilities. It proved an enjoyable and time-efficient strategy because of these features:
(a) The interventions lasted about 5 minutes, which made them very time-efficient, given that people with developmental disabilities receive individual training two hours a week in special education and rehabilitation centres, with sessions lasting 50 minutes on average. As different areas and skills are worked on in that time, being able to train in a 5-minute window matters for making good use of teaching time.
(b) Both participants and teachers said the pupils had enjoyed the intervention package, so it can be enjoyed by people with disabilities.
(c) Once a video has been made, it can be used again and again, including with other people with disabilities.
The study also had some limitations. The most significant was the preparation needed before training: making the video took a lot of time and technical knowledge. Writing the social story took 5 minutes, training the model 90, filming 30 (working with a peer with an intellectual disability) and editing 20 – in other words, 2.5 hours before the video was ready for teaching. Even so, this limitation can be considered minimal, and the strategy becomes more effective because the videos can be reused with different people. Based on the findings and observations, computer-presented video modelling and Social Stories for teaching skills across different areas of development, and the use of peers with disabilities as models, can be recommended to families, professionals and teachers.
For future research, it is recommended to study how effective computer-presented video modelling and Social Stories are for teaching other social skills (self-care, daily living, independent living skills) with different people (for example, a teacher or a peer) and in other settings (for example, at home); to study their effectiveness in small-group teaching; and to present the videos on a tablet or iPad instead of a computer. Research collecting social validity data through social comparison as well as subjective evaluation could also be planned.
Gül, S. O. (2016). The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability. Educational Sciences: Theory and Practice, 16(1), 83-107.
Partly translated from: http://journals.sagepub.com/…/…/10.1177/10983007060080020201