Social skills deficits may hinder learning, terminate relationships, and impede employment. Individuals with autism and intellectual disability are often characterized with difficulties in social judgement, emotions, 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, particularly children with developmental disabilities and social impairments. This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching six adults ages 18-20 with autism and intellectual disability skills for initiating a conversation. A multiple baseline across dyads design was used to teach these skills in a post-high school transition program. The dependent variable was the number of correct conversation initiation responses. The independent variable was an intervention package that included explicit verbal instruction with interspersed video modeling clips, followed by video feedback. All six participants acquired the skills and were able to initiate a conversation, and five participants maintained these skills over time, demonstrating them without the intervention. Implications for practitioners are described as well as suggestions for future research.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Osborne, Kaitlyn Rayne, "Teaching Conversation Skills to Adults with Developmental Disabilities Using a Video-Based Intervention Package" (2019). Theses and Dissertations. 8272.
social skills, adults, disabilities, autism, video modeling, video feedback, direct instruction