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…
- Individuals with intellectual disabilities in emerging adulthood had acquired the desired social skill as a result of this intervention package;
- They were able to maintain the acquired social skill one and four weeks after the study was completed, and…
- They generalized this ability across environments, conditions, and people.
The findings of social validity Data collected through the subjective assessment approach revealed that participants and their teachers had positive opinions about the target skill, the intervention package, and the study outcomes. Data were assessed in the study in two ways: empirical criteria and clinical criteria. The effectiveness of the intervention was evaluated using graphical analysis in the empirical criteria assessment. 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 modeling and social stories together on social skills (Cigrand, 2011; Kagohara et al., 2013; Olçay-Gül & Tekin-İftar, 2012; Olçay-Gül & Vuran, 2010; Sansosti & Powell-Smith, 2008; Scattone, 2008). However, this study differed from the aforementioned studies in terms of participant characteristics (participants ranged in age from 20 to 25 and had intellectual disabilities), intervention characteristics (computer-presented video modeling and social stories), and peer model characteristics (the peer model also had intellectual disabilities). Therefore, the study is considered a contributor to the literature thanks to these characteristics.
Furthermore, it is believed that the study can guide families, teachers, and experts by showing that adult students cannot benefit from the natural learning opportunities of the social expressions they commonly hear in everyday 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 by showing that an individual can learn appropriate behaviors and skills not only from their typically developing peers but also from their peers with intellectual disabilities.
The data of maintenance Data were collected one and four weeks after the study was completed. Maintenance data revealed that the target social skills acquired by participants had been maintained after the intervention ended. Maintenance data collected from many studies examining the effectiveness of interventions using video modeling, Social Stories, or a combination of the two showed that participants maintained their acquired skills after the intervention 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 were similar to those of other research; this supports the findings in the literature. The intervention did not end after the first criterion was reached, but continued until the behavior was observed to be maintained. This situation is considered effective in ensuring maintenance. Furthermore, conducting the intervention in natural settings and using natural antecedents and consequences may contribute to maintaining acquired skills.
The data of generalization were also collected from participants during the study. In generalization sessions conducted with participants, pre- and post-test data were collected regarding whether participants had generalized their acquired skills across settings, conditions, and people. According to the study findings, participants had generalized their acquired skills with an accuracy of 100%TP3T. This finding complies with the generalizability findings obtained from the study in which video modeling, social story, or combined video modeling and social story were used (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 the generalization data obtained was the study's use of natural iterations (Tekin-İftar, 2012c). The study was conducted with natural iterations, and its effect was measured in individual participants and across all participants. Furthermore, the study interventions were conducted in front of different people. This situation is also considered effective for generalizing acquired skills across different people. Because of all this, the study's generalization characteristics and findings can be considered strengths of the study, and these findings support the related literature.
As mentioned above, the study data were also assessed in terms of clinical criteria. In clinical criterion measurements, the significance of the effect obtained by the intervention in terms of both the participants and the people around them was assessed by collecting data from social validitySocial validity findings collected from teachers and participants also revealed that both participants and teachers found the skills taught in the study to be meaningful and useful. Consistent with the social validity data collected from participants related to the study's intervention package, participants stated that they found the intervention package used during training engaging; they greatly enjoyed the intervention package and wanted to learn different skills using the same strategy. Social validity data collected from teachers revealed that teachers found the intervention package easy to use, cost-effective, and engaging for students.
Accordingly, the opinions of both participants and teachers related to the study results were positive. This finding complies with the social validity findings obtained from other research conducted that used the subjective assessment approach on this topic (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). However, data have only been collected from teachers and families of participants in these studies using the subjective assessment approach. Therefore, it can be said that collecting social validity data from the participants themselves contributes to the literature, and it can be said that the social validity findings of this study strengthen the relative literature.
Considering both the current and previous studies, the following results can be discerned. The computer-presented video modeling and Social Stories intervention packages can be effectively used to teach social skills to individuals with intellectual disabilities. It could be said that this intervention package was an engaging and time-effective strategy when the following characteristics were considered:
(a) The interventions lasted approximately 5 minutes. Therefore, they were very effective in terms of time, considering that individuals with developmental disabilities receive individualized training two hours a week in special education and rehabilitation centers, and that each session lasts 50 minutes on average. Since they are educated in different areas of development and skills within this time period, training that can be delivered in a 5-minute window is important in terms of ensuring effective use of the educational time.
(b) Both participants and teachers expressed that the intervention package was enjoyable for students. Therefore, the intervention package can be enjoyed by individuals with disabilities.
(c) Once a video is prepared, it can be used again and again, as well as with other people with disabilities.
In addition to this, some limitations were encountered while conducting the study. The most significant limitation was that preparation was required prior to training. The video preparation process was time-consuming and required technical knowledge. Writing the social story took 5 minutes, training the model took 90 minutes, filming the video took 30 minutes (while working with a peer with an intellectual disability), and preparing the video took 20 minutes. In other words, it took 2.5 hours to prepare the video for teaching. However, this limitation can be considered minimal, and the effectiveness of the strategy is enhanced by the repeatability of the videos prepared for different individuals. Consequently, recommendations regarding intervention and further research can be made based on the findings and observations obtained during the study. Regarding the intervention, the inclusion of computer-presented video models and social stories to teach skills in different developmental domains, as well as the use of peers with disabilities as models, can be recommended to family members, experts in the field, and teachers.
Regarding future research, the effectiveness of computer-presented video modeling and social stories interventions in teaching different social skills (self-care, daily living, independent living skills) can be recommended for research with different people (e.g., teacher, peer) and in different settings (e.g., home); these interventions should be included in studies on the effectiveness of teaching social skills using a small-group teaching arrangement, and the effectiveness of interventions in which videos are presented using technological tools such as an iPad or tablet instead of a computer. Furthermore, research can be planned in which social validity data are collected using the social comparison approach alongside the subjective assessment approach.
Gül, SO (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.
Partially translated from: http://journals.sagepub.com/…/…/10.1177/10983007060080020201