Effectiveness of Video Modelling in Training Students with Intellectual Disabilities to Greet People When They Meet
Year: 2013
Type: article
Abstract: This practice aims to teach students who have intellectual disabilities how to greet when they meet them. The purpose of this research is to see the effects of video modelling practice over the mental retarded students, when they meet people. In this research, teaching the social skills to the students with mental retardations were evaluated with the effectiveness of teaching with video modelling, model of multiple probe design between subjects from research models of single subject design. In this research four students, whose ages ranged from ten to eleven attending a special education class at a primary school in Ankara and who had intellectual disabilities were participated. The peers group consisted of 3 girls and 2 boys who studied at the same elementary school with the target students (all of them were 11 years old and continue their studied at 5th grade class). Research findings showed that using the video modelling in teaching students with intellectual disabilities help them to acquire the skill of and after gaining those skills they continued to use the skills and have shown that they continue to use in different situation and to different people. After the interviews done with the mothers and the teachers of the students about the results of teaching the skill of greeting when meet people through video modelling, it was seen that they were satisfied with these skills to have been taught to the students. They also expressed that the students had more interaction with their friends around them in much earlier time.Key WordsVideo Modelling, Social Skills, Skill of Greeting People and Intellectual Disabilities.Social skills are important elements of behaviour for individuals to start and continue effective interaction. Social skills are defined as the ability to perform proper behaviour in social environments and play an important role in the establishment of interpersonal relations and realization of social objectives. Social skills make it easier for an individual to explain his positive or negative feelings in a proper way, defend his personal rights, ask for help from others when it is needed, and refuse inappropriate demands (Westwood, 1993).It is possible to define social skills as the ability to interact with others in a specific social context. Social skills are learned behaviours that avoid negative reactions in interactions with other and allow the possibility to receive positive reactions. But some individuals have problems gaining these behaviours (Cartledge and Milburn, 1983). These individuals cannot interact well with the around them because they lack these social skills (Avcioglu, 2005). As a result of this, the lack of social skills cause communication problems and also the individuals are not accepted by their peers (Karakus, 2006).Many social skills are generally learned unconsciously and in non-systematic way within peer groups and family. Individuals learn social skills by observing their families, other adults and their peers as a model. This is an unconscious and nonsystematic learning method. But for the handicapped individual, this method is usually not valid. In other words, an individual with a disability cannot learn social skills by observing peers without a handicap. That is why social skills for handicapped individual are taught systematically and they need to be supported to use this ability (Thorkildsen, 1985). Thus, early intervention is required for the development of social skills which are needed for social interaction. If early intervention does not occur, the individuals without social skills could be behind their peers in their social development (LeGreca and Mesibov, 1979).While teaching social skills to individuals, the observer must take care to define the necessary performance for their development and it is necessary to talk about these subjects (development characteristics of the individual, specifying the performance required for development) inside the programme. …
Author: Hasan Avcıoğlu
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W98766322