Comparison of the effectiveness and efficiency of social stories and power cards in teaching social skills to children with mild mental disability

The purpose of the research is to reveal that the social story and power card processes are different from each other in terms of effectiveness and efficiency in the acquisition of social development of people with mild exercise deficiency. In addition, the models included in the module organize the social development teaching process they have acquired, and then continue to be given in different environments and in general with the levels they can continue. Within the scope of the research, the developments of their mothers and the experiences of the children, the acquired social skills, the characters transferred to their places, social validity data were evaluated. Participants in the study are between the ages of 9-10 and have a mild level of mental retardation. Two of the participating children are boys and one is a girl. The target behaviors taught to those in the study are the skills of saying thank you and saying good morning. The research is conducted through the adaptive practices model, which is one of the single-subject research models. The dependent variables of the study are "saying good morning" and "saying thank you". The independent variables in the study are the social story and power card strategy applications. The findings show that with the social story and power card strategy method in the field of research, the targeted learnings continued in the first, second and third weeks after the teaching of the learning of the learnings and that they could generalize what they learned in different ways and to different people. In the research, it was found that the power card and social stories were more effective, and in the retention stages, children could not exhibit the target skill they acquired with the application of the social story method at the end of a week; However, in the other weeks, no change was observed between all three changes in the generalization stage. While evaluating the efficiency of research success, the number of sessions made with the power card plan until the measurement is present in all three people is less than the recording view made with the social story. At the same time, while there is no wrong response in the teaching sections in the form of power cards in all three students, it is seen that there is only one wrong response in one example in the social reading teaching sessions. Therefore, it is seen that teaching practices with the power card features are more efficient for three varieties. Participating children's acquired social development, general power values in different situations and environments. In the study, socially valid data were collected from the children themselves, their practices and their mothers. According to the social validity entrepreneurship obtained, children, mothers and adults have positive opinions about this research.