This study aimed to examine the social skills of children with educable intellectual disabilities through behavioural analysis. The participant group of the study consisted of 11 students with a mild level of intellectual disability (ID). The students participated in adapted educational game practices 2 days a week for 10 weeks. The Social Skills Analysis Observation Form (SSAOF), the data collection tool of the study, was created based on constructivist recording techniques. The purpose of the SSAOF is to monitor the social skills development of children with ID every week. Based on this, the researcher recorded all sessions of the "Adapted Educational Game" applications, which were conducted for two days a week and for forty minutes, and transferred these records to the SSAOF. As a result, 2 points were given for each behaviour performed independently, 1 point for each behaviour performed with prompting and 0 points for each behaviour not performed. Results showed that the behaviours exhibited with prompting decreased and independent behaviours increased. Therefore, the average increased 7.72 times compared to the first week. In the first weeks of the "Adapted Educational Game" intervention, it was found that children with ID mostly exhibited behaviours exhibited with prompting. However, in the fifth and sixth week on average, independent behaviours started to develop more than the behaviours exhibited with prompting. As a result, it can be said that children participating in adapted educational games develop target social skills independently. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 59-71.]