Teaching conversation skills to adults with developmental disabilities using a video-based intervention package.
BACKGROUND: Social skills deficits may hinder learning, terminate relationships, and impede employment. Many individuals with autism and intellectual disability experience difficulties in social judgement, emotional regulation, and interpersonal relationships, all of which can lead to disruptive and...
| Published in: | Journal of Vocational Rehabilitation Vol. 53; no. 1; pp. 119 - 131 |
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| Main Authors: | , , , , , , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144257075&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144257075 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2020 vid: 53 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 144257075 144257075 147564813 144257075 10.3233/JVR-201090 144257075 ppf: 119 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teaching conversation skills to adults with developmental disabilities using a video-based intervention package. aug: au: Kellems, Ryan O. Osborne, Kaitlyn Rowe, Dawn Gabrielsen, Terisa Hansen, Blake Sabey, Christian Frazier, Brynn Simons, Kalee Jensen, Mikaela Zaru, Mai Clive, Maggie affil: Brigham Young University, Provo, UT, USA sug: subj: Developmental Disabilities In Adulthood Conversation Education Skill Acquisition Communication Skills Training Teaching Methods Evaluation Education, Non-Traditional Videorecording Human Female Young Adult Persons with Disabilities Descriptive Statistics Female ab: BACKGROUND: Social skills deficits may hinder learning, terminate relationships, and impede employment. Many individuals with autism and intellectual disability experience difficulties in social judgement, emotional regulation, and interpersonal relationships, all of which can lead to disruptive and aggressive behaviors. Explicit instruction, video modeling, and video feedback are research-based practices that have been used to teach conversation skills to individuals with developmental disabilities and social impairments. OBJECTIVE: This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching conversation-initiation skills to six adults ages 18–20 with autism and intellectual disability in a post-high school transition program. METHODS: A multiple baseline across dyads design was used, with number of correct initiation responses as the independent variable. The independent variable was an intervention package including explicit verbal instruction with interspersed video modeling clips, followed by video feedback. RESULTS: All six participants acquired the skills and were able to initiate a conversation; five of them maintained these skills over time, demonstrating them without the intervention. CONCLUSIONS: Data supported a evidence functional relation between the intervention package and the participants' social initiation skills. Social validity responses indicated that participants enjoyed watching the videos of models and especially enjoyed watching the videos of themselves. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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