Teaching Social Skills Using Video Modeling in Self-reliance Activities in Classes for Special Needs Children with Autism Spectrum Disorder and Emotional Disorder

Abstract

The present study examined the effectiveness of social skills intervention using video modeling in self-reliance activities and assessed the social validity of materials and intervention procedures. Two children attending a class for special needs children with autism spectrum disorder and emotional disorder participated in this study. Based on the results of behavioral observations and interviews with the teacher, positive initiation and response during classroom and game activities were identified as target behaviors. The first author prepared video materials, instructional sheets, and manuals for the teacher and provided instructions orally and in writing on how to use and teach target behaviors using video modeling. Intervention was provided by the teacher was taught three times for a total of 90 minutes. The results showed that there was an increase in positive initiation and response and a decrease in negative initiation and response in the classroom after the intervention. The teacher rated the materials and procedures in this study highly as acceptable and effective and would recommend them to other teachers. Therefore, it was suggested that social skills intervention using video modeling has high applicability in self-reliance activities in classes for special needs children with autism spectrum disorder and emotional disorder.