Kurtoğlu, SenihaCavkaytar, Atilla2024-07-122024-07-1220221304-76392149-826110.21565/ozelegitimdergisi.756223https://doi.org/10.21565/ozelegitimdergisi.756223https://hdl.handle.net/20.500.12415/7010Introduction: Self-care skills are generally learned from one's family in a natural environment such as the home. This study aims to examine the effectiveness of the teaching skills of a mother on her child's acquisition of self care skills. Method: The study was conducted with an 18-year-old individual with intellectual disability (ID) and her 42-year old mother. The study employed multiple probe design, one of the single-subject research models. The independent variable of the study was the family education program entitled Self Care Instruction to Individuals with ID. These were the teaching activities carried out by the mother with her child with ID in line with this program. The dependent variable was the level of the individual with ID to fulfill the targeted self-care skills. Findings: The findings revealed that (a) the instruction given by the mother who completed the family education program on teaching self-care was effective in her child's acquisition of self-care skills, (b) the child was able to generalize the skills acquired to other environments, different individuals and different materials, and (c) the child was able to perform the skills well following the program. Discussion: Research findings demonstrate that using videos to model instruction on self-care skills is both effective and scientifically based. By the end of the program, the child's performance in all of the self-care skills showed improvement, which meant that the results supported those of previous studies.eninfo:eu-repo/semantics/openAccessIntellectual DisabilityFamily EducationSelf-Care SkillsVideo ModelingPersonal Viewpoint TechniqueArticle8315323WOS:000766789400003N/A