Article Details

Research Database: Article Details

Citation:  Kellems, R.O.; Osborne, K.; Rowe, D.; Gabrielsen, T.; Hansen, B.; Sabey, C.; Frazier, B.; Simons, K.; Jensen, M.; Zaru, M.; & Clive, M. (2020). Teaching conversation skills to adults with developmental disabilities using a video-based intervention package. Journal of Vocational Rehabilitation, 53 (1), 119-130.
Title:  Teaching conversation skills to adults with developmental disabilities using a video-based intervention package
Authors:  Kellems, R.O.; Osborne, K.; Rowe, D.; Gabrielsen, T.; Hansen, B.; Sabey, C.; Frazier, B.; Simons, K.; Jensen, M.; Zaru, M.; & Clive, M.
Year:  2020
Journal/Publication:  Journal of Vocational Rehabilitation
Publisher:  IOS Press
DOI:  https://doi.org/10.3233/JVR-201090
Full text:  https://content.iospress.com/articles/journal-of-vocational-rehabil...   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  Social skills deficits may hinder learning, terminate relationships, and impede employment. Many individuals with autism and intellectual disability experience difficulties in social judgement, emotional regulation, 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 with developmental disabilities and social impairments.
Purpose:  This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching conversation-initiation skills to six adults ages 18–20 with autism and intellectual disability in a post-high school transition program.
Data collection and analysis:  A multiple baseline across dyads design was used, with number of correct initiation responses as the independent variable. The independent variable was an intervention package including explicit verbal instruction with interspersed video modeling clips, followed by video feedback.
Findings:  All six participants acquired the skills and were able to initiate a conversation; five of them maintained these skills over time, demonstrating them without the intervention.
Conclusions:  Data supported a evidence functional relation between the intervention package and the participants’ social initiation skills. Social validity responses indicated that participants enjoyed watching the videos of models and especially enjoyed watching the videos of themselves.

Disabilities served:  Autism / ASD
Cognitive / intellectual impairment
Developmental disabilities
Interventions:  Online training
Supported employment
Vocational rehabilitation
Social skills
Visual supports (e.g., schedules, task analysis, first-then)
Outcomes:  Employment acquisition
Full-time employment
Part-time employment