The purpose of this study was to investigate the effectiveness of computer-presented video modeling and social stories as an intervention package for teaching social skills to individuals with intellectual disabilities in emerging adulthood. Additionally, using a subjective assessment approach, social validity data for the study were obtained from participants with intellectual disabilities through semi-structured interviews and from the participants' teachers using a Social Validity Questionnaire. According to the findings of the study…

1. People with intellectual disabilities in emerging adulthood had acquired the desired social skill as a consequence of this intervention package;
2. They were able to maintain the acquired social skill one and four weeks after the study was completed, and…
3. They generalized this ability across environments, conditions, and people.

Social validity findings collected through the subjective evaluation approach revealed that participants and participants' teachers had positive opinions about the target skill, intervention package, and study results. Data were evaluated in the study in two ways: empirical criteria and clinical criteria. The effectiveness of the intervention was evaluated through graphical analysis in the evaluation of empirical criteria. According to the evaluation findings, the intervention package was effective in teaching specific social skills to the participants. This finding complies with the findings in the study that investigated the effectiveness of video modeling, social stories, and combined interventions that present video models and social stories together on social skills (Cigrand, 2011; Kagohara et al., 2013; Olçay-Gül ​​& Tekin-İftar, 2012; Olçay-Gül ​​​​and Vuran, 2010; Sansosti and Powell-Smith, 2008; Scattone, 2008). However, this study differed from the aforementioned studies in terms of participant characteristics (participants' ages ranged from 20 to 25 and had intellectual disabilities), intervention characteristics (computer-presented video modeling and social stories), and of the peer model (the peer model) also had intellectual disability). Therefore, the study is considered to contribute to the literature thanks to these characteristics.

Furthermore, it is believed that the study can guide families, teachers and experts in terms of showing that students in adulthood cannot benefit from the natural learning opportunities of social expressions that they usually hear in daily life; These students require systematic instruction in social skills. It is also believed that using peers with intellectual disabilities as models can contribute to the literature and shed light on teachers and experts in terms of showing that an individual can learn appropriate behaviors and skills not only from typically developing peers but also from peers. with intellectual disabilities.

Maintenance data were collected one and four weeks after the study was completed. Maintenance data revealed that the target social skills acquired by participants had been maintained after completion of the intervention. Maintenance data collected from many studies that examined the effectiveness of interventions using video modeling, Social Stories, or the combination of the two showed that participants had maintained the acquired skills after the intervention ended (Akmanoğlu & Tekin-İftar 2011 ; Bidwell & Rehfeldt, 2004 ; Croizer & Tincani, 2006; Delano, 2003; Delano & Snell, 2006; Gena et al., 2005; Graetz, 2003; Keyworth, 2004; Kuoch & Mirenda, 2003; Nikopoulos & Keenan, 2003; Özdemir, 2008; Quilty, 2007; Reichow and Sabornie, 2009; Sansosti and Powell-Smith, 2008; Schenider and Goldstein, 2010; Swaine, 2004; Washburn, 2006; Wert and Neisworth, 2003; Xin and Sutman, 2011). The maintenance findings of this study were similar to the findings of other investigations; this supports the findings in the literature. The intervention did not end after reaching the first criterion, but continued until the behavior was observed to be maintained. This situation is considered effective to guarantee maintenance. Furthermore, carrying out the intervention in natural environments and using natural antecedents and consequences can help maintain the acquired skills. Generalization data were also collected from participants during the study. In generalization sessions conducted with participants, pretest and posttest data were collected regarding whether participants had generalized their acquired skills across settings, conditions, and people. According to the study's findings, the participants had generalized their acquired skills with 100% accuracy. This finding complies with the generalization findings obtained from the study in which a video modeling, social story or combined video model and social story was used (Akmanoğlu and Tekin-İftar 2011, Bernad-Ripoll, 2007; Delano, 2003; Delano & Snell, 2006; Gena et al., 2005; Graetz, 2003; Hagiwara & Myles, 1999; Keyworth, 2004; Nikopoulos & Keenan, 2007; Olçay-Gül, 2012; Olçay-Gül ​​& Vuran, 2010; Reichow & Sabornie , 2009; Sansosti & Powell-Smith, 2008; Scattone, 2008; Smith, 2001). Another point related to the generalization data obtained was the use of natural iterations in the study (Tekin-İftar, 2012c). The study was conducted with natural repetitions, and its effect was measured in individual participants and in all participants. Furthermore, the study interventions were carried out in front of different people. This situation is also considered effective for generalizing acquired skills among different people. Because of all this, the generalizability characteristics and findings of the study can be considered as strengths of the study, and these findings support the related literature. As mentioned above, the study data were also evaluated in terms of clinical criteria. In clinical criteria measurements, the significance of the effect obtained by the intervention in terms of both the participants and the people around them was assessed by collecting social validity data. Social validity findings collected from teachers and participants also revealed that participants and teachers had found the skills taught in the study to be meaningful and useful. Based on social validity data collected from participants related to the study intervention package, participants stated that they found the intervention package employed during the training entertaining; they really liked the intervention package and wanted to learn different skills using the same strategy. Social validity data collected from teachers revealed that teachers found the intervention package to be easy to use, cost-effective, and entertaining for students. Consequently, the opinions of both participants and teachers related to the results of the study were positive. This finding complies with the social validity findings obtained from other research carried out that used the subjective evaluation approach on this topic (Akmanoğlu & Tekin-İftar, 2011; Croizer & Tincani, 2006; Delano, 2003; Dodd et al., 2008; Emecen, 2008; Graetz, 2003; Nikopoulos and Keenan, 2003; Sansosti and Powell-Smith, 2008; Scattone, 2008). However, data have only been collected from teachers and families of participants in these studies using the subjective assessment approach. Therefore, collecting social validity data from the participants themselves can be said to contribute to the literature, and the social validity findings of this study can be said to strengthen the relative literature. Taking into account both the current and previous studies, the following results can be discerned. Computer-presented video modeling and Social Stories intervention packages can be used effectively to teach social skills to people with intellectual disabilities. It could be said that this intervention package was an entertaining and time-effective strategy when the following characteristics were considered: (a) The interventions lasted approximately 5 minutes. Therefore, they were very effective in terms of time, considering that people with developmental disabilities receive individualized training two hours a week in special education and rehabilitation centers and that each session lasts 50 minutes on average. Since they are educated in different fields of development and skills within this time period, the training that can be provided in a 5-minute window is important in terms of ensuring effective use of the education time. (b) Both participants and teachers expressed that the intervention package was enjoyable for the students. Therefore, the intervention package can be enjoyed by people with disabilities. (c) Once a video is prepared, it can be used over and over again, as well as with other people with disabilities. In addition to this, some limitations were found when conducting the study. The most significant limitation was that preparation was required before training. The video preparation process was time-consuming and required technical knowledge. Writing the social story took 5 minutes, training the model took 90 minutes, filming the video took 30 minutes (while working with a partner with an intellectual disability), and preparing the video took 20 minutes. In other words, it took 2.5 hours to get the video ready for teaching. However, this limitation can be considered minimal and the effectiveness of the strategy is greater thanks to the repeatability of the videos prepared for different individuals. Consequently, recommendations regarding intervention and further research can be given as a result of the findings and observations obtained during the study. Regarding intervention, the inclusion of computer-presented video models and Social Stories to teach skills in different developmental fields, as well as the use of peers with disabilities as models can be recommended to family members, experts in the field and teachers. As for future research, the effectiveness of computer-presented video modeling and Social Stories interventions in teaching different social skills (self-care, daily living, independent living skills) can be recommended for research with different people ( for example, teacher, peer) and in different settings (for example, home); These interventions should be included in studies on the effectiveness of teaching social skills using a small group teaching arrangement, and the effectiveness of interventions in which videos are presented using technological tools such as an iPad or tablet instead of a computer. . Additionally, research in which social validity data is collected can be planned using the social comparison approach along with the subjective evaluation approach. Gül, SO (2016). The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability. Educational Sciences: Theory and Practice, 16(1), 83-107. Partially translated from: http://journals.sagepub.com/…/…/10.1177/10983007060080020201