The purpose of this study was to investigate the effects of computer-presented Social Stories and video models on the social communication skills of three children with High-Functioning Autism/Asperger's Syndrome (HFA/AS). Using a multiple-baseline across-participants design, computer-presented Social Stories and video models were implemented and direct observations of the participants' identified target behaviors were collected two times per week during unstructured school activities (e.g., recess). Overall, data demonstrated that the combined treatment package was effective for improving the rates of social communication for the participants, although modifications to allow access to social reinforcement were needed in two cases. In addition, all three participants demonstrated maintenance of skills at a 2-week follow-up. However, generalization of skills was only observed for one participant. This research adds evidence that a combined intervention presented via computer may be a beneficial method for remediating social skill difficulties for individuals with HFA/AS.
Recent trends in the frequency of diagnoses and special education referrals for children With autism spectrum disorders necessitate the demand for evidence-based educational practices. Specifically, information related to improving social communication and social behavior domains in classrooms is needed. One method that is increasingly suggested for teaching social skills to children With autism spectrum disorders is the use of Social Stories. Although the rationale behind Social Stories is strong, little research exists examining the effectiveness of Social Story interventions for children With autism spectrum disorders. This article offers a synthesis of the available research regarding Social Stories and their effectiveness for educating children With autism spectrum disorders. In addition, future directions for research and implications for educators are provided.
To date, the empirical support for the use of social story interventions for children with Asperger syndrome (AS) is small. The purpose of this study was to examine the effects of individualized social story interventions on the social behavior of three children with AS. Using a multiple-baseline-across-participants design, social stories were implemented, and direct observations of the participants' identified target behaviors were conducted three times per week during unstructured school activities (e.g., recess). Data revealed an increase in the social behavior of two of the three participants when the treatment was implemented. Unfortunately, maintenance of target behaviors was not observed. These data provide some initial support for the use of social stories to teach social skills to children diagnosed with AS. However, failure to demonstrate skill maintenance and poor results for one participant highlight possible limitations of the social story intervention and suggest a strong need for further research. Recommendations for future research endeavors and the potential benefits of social story interventions are discussed.
To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced mobile technologies specifically targeting individuals with moderate to severe intellectual disability and/or autism spectrum disorder means increased access to new tools and a greater need for educational service providers to be trained and ready to identify, recommend and deploy appropriate supports. The rapid rate of change in the technology industry is a formidable barrier to adequately preparing anyone except a technology specialist to be current on the latest advances. This article presents recommendations for school psychologists in terms of becoming familiar with the generally available technologies and the underlying instructional techniques rather than any specific technology products. Complete familiarity with all emergent technologies is improbable but through understanding the general ways technology can be used and the basic instructional practices, school psychologists will be better equipped to recommend further exploration of technological solutions for students. C 2013 Wiley Periodicals, Inc.The emerging and widespread use of technology to support persons with disabilities is evident by the growing number of studies investigating the use of technology-based interventions (Goldsmith & LeBlanc, 2004), including mobile technologies (Mechling, 2011). Much of the most recent research on the use of such technology has focused on a heterogeneous group of students who have a diagnosis of moderate/severe intellectual disability (reflected by IQ scores below 50) and/or autism spectrum disorder (MSID/ASD). As technology begins to permeate educational programming, school psychology trainers and practitioners alike need to identify the most promising and helpful tools that can be deployed readily within classroom contexts to assist in supporting the education of students with MSID/ASD. Part of that process not only involves awareness of available technologies, but also awareness and understanding of the extant research literature that supports their use. As such, this article examines how technology, specifically mobile technologies, can be used to support and teach students with MSID/ASD to be more independent.The awareness and understanding of the use of mobile technologies for individuals with MSID/ASD has particular relevance to the field of school psychology, as practitioners increasingly have been called on to support the educational needs of students with low incidence disabilities (especially those with ASD; see Sansosti and Sansosti in this issue). Moreover, it is highly likely that parents and advocates frequently request the use of mobile technologies within school-based
General education placements are believed to offer numerous benefits for students with high‐functioning autism spectrum disorders (HFASDs), yet decisions about including students with HFASDs remain controversial. This article presents data from a qualitative analysis of definitions and decision making considerations for a school district with a rapidly increasing HFASD student population. Focus groups and individual interviews were conducted with a diverse group of educators from four elementary schools that offered inclusion placement options as part of their continuum of services. Objectives for this study included documenting how educators from different schools and professional disciplines define and make decisions about inclusion for students with HFASDs.
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