Video Modelling Intervention for Enhancing Social-Communication Skills of Children with Intellectual Disability
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| Title: | Video Modelling Intervention for Enhancing Social-Communication Skills of Children with Intellectual Disability |
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| Language: | English |
| Authors: | Khalid M. Abu-Alghayth (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2026 39(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Early Adolescents, Intellectual Disability, Interpersonal Competence, Communication Skills, Video Technology, Modeling (Psychology), Intervention, Behavior Change, Information Seeking, Feedback (Response) |
| DOI: | 10.1111/jar.70212 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Background: Children with intellectual disability face challenges to practicing social-communication skills, which may lead to detrimental consequences affecting their academic and social life. This study assesses the effect of video modelling in combination with least-to-most prompting and reinforcement on the acquisition and maintenance of the following social-communication skills: seeking instructions' elaboration, responding to corrective feedback and providing help. Methods: A multiple-probe across-behaviours design was utilised involving three children, aged 12-13, with intellectual disability. Results: The results demonstrate that the children were able to achieve the mastery criteria and maintained the skills, although variations were found among the children across the three skills. Conclusions: Social validity data indicated that the intervention was well-received by specialists and interventionists. Implications and recommendations for future research and practical application are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504013 |
| Database: | ERIC |
| Abstract: | Background: Children with intellectual disability face challenges to practicing social-communication skills, which may lead to detrimental consequences affecting their academic and social life. This study assesses the effect of video modelling in combination with least-to-most prompting and reinforcement on the acquisition and maintenance of the following social-communication skills: seeking instructions' elaboration, responding to corrective feedback and providing help. Methods: A multiple-probe across-behaviours design was utilised involving three children, aged 12-13, with intellectual disability. Results: The results demonstrate that the children were able to achieve the mastery criteria and maintained the skills, although variations were found among the children across the three skills. Conclusions: Social validity data indicated that the intervention was well-received by specialists and interventionists. Implications and recommendations for future research and practical application are discussed. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70212 |
