The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia. Respondents of the web-based survey included a representative sample of 185 teachers across the state, reporting on 226 children with ASD in grades preschool-12th. The top five strategies being used in Georgia (Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social Stories) are recognized as lacking a scientific basis for implementation. Analysis revealed the choice of strategies varied by grade level and classroom type (e.g., general education, special education). Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD.
This study investigated a previously undocumented use for Social Stories (Gray, 1994, 2000): preparation for a novel event. Three children With pervasive developmental disorder—not otherWise specified (PDD-NOS) participated in novel activities Within the routine setting of their Weekly speech—language therapy sessions. During intervention, Social Stories Written for the novel activities Were used to prepare the participants for the upcoming events. Independent participation during the novel events Was calculated using event recording of the presence of five different skills Within each session. The effectiveness of the strategy Was documented through a WithdraWal design With counterbalanced presentation of novel events. Results indicated that the use of Social Stories produced a 15% to 30% increase in participation during novel events for all three participants.
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