The effectiveness of video modeling in teaching social skills to a student with learning disability in a primary school

This study aimed to examine the effectiveness of a video modeling–based instructional intervention in teaching social skills to a primary school student with a learning disability. A multiple baseline design across skills, a type of single-subject experimental design, was employed. The participant was a 10-year-old boy diagnosed with a specific learning disability who was receiving special education support at a Special Education and Rehabilitation Center in Erzincan. The intervention targeted three social skills identified as areas of need—expressing gratitude, apologizing, and sharing. Data collection forms developed to monitor the student's progress in acquiring the target skills were used throughout the process. The results showed that the video modeling–based instructional intervention led to substantial improvement in the student's performance of the target skills. Follow-up and generalization sessions demonstrated that the student maintained the acquired skills and was able to apply them in different situations. Moreover, social validity data obtained from the student, parent, and classroom teacher indicated positive perceptions of both the intervention process and its outcomes. Overall, the findings suggest that video modeling is an effective and applicable instructional approach for supporting the social skill development of students with learning disabilities.