Background: People with intellectual and developmental disabilities (IDD) often demonstrate difficulties in social skills. The purpose of this study was to examine the effects of a comprehensive intervention program on the acquisition of social skills among students with mild IDD. Method: Single subject multiple baseline design across situations was used for teaching five school-age children with mild IDD social skills embedded in school-based situations. Results: Results demonstrate that the intervention program that included video modelling and games embedded with group discussions and simulations increased the level and use of adequate social behaviours within the school's natural environment. Conclusions: Results demonstrate the unique attribution of a comprehensive interactive program for acquisition and transfer of participants' social skills such as language pragmatics and social rules within the school environment. Group discussions and simulations were beneficial and enabled both group and personalized instruction through the unique application of the program designed for the study.
|الصفحات (من إلى)
|Journal of Applied Research in Intellectual Disabilities
|المعرِّفات الرقمية للأشياء
|نُشِر - يوليو 2017
All Science Journal Classification (ASJC) codes
- !!Developmental and Educational Psychology