Video Modelling Intervention for Enhancing Social-Communication Skills of Children With Intellectual Disability

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.

A multiple-probe across-behaviours design was utilised involving three children, aged 12-13, with intellectual disability.

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.

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.