Abstract

Children generally learn social skills by observing their friends, their families and taking them as a model. But for autistic children, these stituation isn‟t generally the same. Autistic children cannot learn the skills by taking their friends and families as models and observing as they have poor social interaction skills. For this reason, teaching social skills to autistic children and supporting them to use these social skills on different people and places is needed. In this study, the effectiveness of using video modelling in teaching self-introduction skills to students with autism is aimed. In the study, multiple probe design across subjects is carried among the single subject research model. The participants of this study are two autistic boys at the ages of 17 and 18. At the end of the study, it was found that the first student,succeded at learning self-introduction skills at the end of video modelling and in addition to this, he continued to self-introduct after teaching period and generalizing to use this skill on different people and in different places. On the other hand, the second student, also succeded at learning self-introduction skill at the end of video modelling period, but he couldn‟t generalise it on different people and in different places. Moreover, teaching these social skills to autistic children was found to be useful by the families and teachers.