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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
Language: English
Authors: Khalid M. Abu-Alghayth (ORCID 0000-0002-0913-5062)
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
FullText Text:
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  Data: Video Modelling Intervention for Enhancing Social-Communication Skills of Children with Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22Khalid+M%2E+Abu-Alghayth%22">Khalid M. Abu-Alghayth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0913-5062">0000-0002-0913-5062</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Intellectual+Disabilities%22"><i>Journal of Applied Research in Intellectual Disabilities</i></searchLink>. 2026 39(2).
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  Data: 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
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: 10.1111/jar.70212
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  Data: 1360-2322<br />1468-3148
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Communication Skills
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      – SubjectFull: Video Technology
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      – SubjectFull: Modeling (Psychology)
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      – SubjectFull: Intervention
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      – SubjectFull: Behavior Change
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      – SubjectFull: Information Seeking
        Type: general
      – SubjectFull: Feedback (Response)
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      – TitleFull: Video Modelling Intervention for Enhancing Social-Communication Skills of Children with Intellectual Disability
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