Combining Social Stories and Video Modelling for Teaching Mealtime Skills to Children with Intellectual Disability

ABSTRACT

This study aimed to investigate the effect of combining social stories and video modelling in a multimedia programme for teaching mealtime skills to students with mild intellectual disability. In a concurrent multiple-baseline design across participants and behaviours, three subsets of mealtime skills were taught through three social story sessions followed by three video modelling sessions. The outcome measure was a culturally appropriate index of mealtime skills developed for this study. The results showed that the scores, which were stable during the baseline phase, increased during the social story phase. The elevation continued or stabilised during the video modelling phase. It seems that the utilisation of social stories as an addition to video modelling may be an effective strategy for training daily life skills. This combination may help fill the inefficiencies observed in the video modelling method by incorporating social information into the training, allowing for more complicated skills to be trained.

KEYWORDS:

• Activities of daily living
• intellectual disability
• social stories
• multimedia
• video modelling
• social skills

Disclosure Statement

No potential conflict of interest was reported by the authors.