Utilizing video feedback to increase appropriate social behaviors when used in conjunction with peer tutoring

Abstract

The ability to integrate, adapt and strive in the community has become a focal point in research with individuals who have an intellectual disability. However, research regarding teaching social skills to adults who are preparing to transition into the community is limited.

The purpose of this study is to utilize peer tutoring with adults who have a mild intellectual disability. Furthermore, a video feedback component will be added in an attempt to enhance the effects of peer tutoring. This overall aim is to increase social skills in adults who are currently living in an institutionalized setting and who may be able to transition into a community residential setting in the future.

The results of this study provide preliminary support for a peer tutoring intervention and video feedback in order to enhance social skills with adults who have a mild intellectual disability. Peer tutoring is an intervention that is generally used with children and youth in school settings when increasing social skills. The data suggest that peer tutoring is an effective strategy for increasing social skills in adults with mild disabilities. The data also demonstrated that video feedback does enhance the effects of peer tutoring despite the high levels of appropriate behavior that peer tutoring facilitated.