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Scattone, Dorothy; Wilczynski, Susan; Edwards, Ron P.; Rabian, Brian

doi:10.1023/a:1021250813367

Cited by 149 publications

(27 citation statements)

References 1 publication

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“…In addition, the findings of this study reinforced the findings of Scattone et al (2002) who found that social stories which were developed effectively and introduced in the natural environment in autistic children had proven a decrease in disruptive behavior after implementing the intervention on all the subjects of the study. This finding also explains that the problem of disruptive behaviors was beyond the subconscious of the students themselves.…”

Section: Discussion and Implications Of The Studysupporting

confidence: 84%

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

Surat¹,

Sadali²,

Rahman³

et al. 2016

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This research was conducted to minimize the disruptive behavior among the students with learning disability in a special education classroom. Four samples consisting of students with Autism, ADHD, multiple disabilities, Autism-ADHD, and Slow Learner were chosen as research subjects. Selection of the samples was made based on the observation and document analysis. The research methodology is based on the action research model by Lewin (1946) and Laidlaw (1992). CeSo is an abbreviation from the phrase of ceritasosial which refers to social stories in English. The social stories used in this research is entitled Giliran Saya (My turn). The implementation of social story was aided by prompts (microphone) and the elimination of prompts in the intervention. Participants of the study consisted of four students of the schools in the Klang Valley, Malaysia, comprising of students with learning disabilities Autism/ADHD, Autism, ADHD and Slow Learner, aged between 10 -13 years old. Data were collected using field notes, time sampling record and an interview protocol. The data were analyzed quantitatively and qualitatively using percentage, descriptive and narrative forms. Based on the results, there were reductions in non-turn-taking behavior on all the research subjects. Subjects were able to adapt the turn-taking skills and in turn showed improvement in turn-taking skills. There was also a significant improvement in class control. Through the implementation of CeSo intervention, students were able to understand the situation they faced in a positive manner. This approach is a form of teaching innovations that can be used by teachers in inclusive education in controlling discipline during the process of teaching and learning.

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Section: Discussion and Implications Of The Studysupporting

confidence: 84%

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

Surat¹,

Sadali²,

Rahman³

et al. 2016

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“…19 – 22 Social stories must meet specific guidelines for format and language. 18 , 23 When created according to these specifications, social stories decrease tantrums and inappropriate behaviors and increase positive behaviors such as initiating social interactions and responding on task. 23 …”

Section: Creation Of An Eye Examination Protocolmentioning

confidence: 99%

Eye Examination Testability in Children with Autism and in Typical Peers

Coulter¹,

Bade

Tea

et al. 2015

Optometry and Vision Science

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“…These stories are carefully designed to be within the comprehension level of the child and can be used with younger and older children accordingly (66). Although Social Stories are widely accepted due to the connection to prevailing theories of autism, evidence-based research is needed.…”

Section: Behavioral Intervention Modelsmentioning

confidence: 99%

Autism Spectrum Disorder Updates – Relevant Information for Early Interventionists to Consider

Allen‐Meares

MacDonald

McGee

2016

Front. Public Health

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Autism spectrum disorder (ASD) is a pervasive developmental disorder characterized by deficits in social communication skills as well as repetitive, restricted or stereotyped behaviors (1). Early interventionists are often found at the forefront of assessment, evaluation, and early intervention services for children with ASD. The role of an early intervention specialist may include assessing developmental history, providing group and individual counseling, working in partnership with families on home, school, and community environments, mobilizing school and community resources, and assisting in the development of positive early intervention strategies (2, 3). The commonality among these roles resides in the importance of providing up-to-date, relevant information to families and children. The purpose of this review is to provide pertinent up-to-date knowledge for early interventionists to help inform practice in working with individuals with ASD, including common behavioral models of intervention.

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Untitled

Cited by 149 publications

References 1 publication

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

Eye Examination Testability in Children with Autism and in Typical Peers

Autism Spectrum Disorder Updates – Relevant Information for Early Interventionists to Consider

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