Autism in Taiwan: Using Social Stories to Decrease Disruptive Behaviour

Hung, Li-Ching; Smith, Cary Stacy

doi:10.1179/096979511798967197

Cited by 7 publications

(8 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Only 5 of the 22 studies (23%) met all six criteria and were determined to meet the design standards (Hanley-Hochdorfer, Bray, Kehle, & Elinoff, 2010; Hung & Smith, 2011; Quilty, 2007; Sansosti & Powell-Smith, 2006; Schneider & Goldstein, 2010). Seventeen studies met criteria for the first five design standards but failed to meet the last criterion (i.e., 3 or more data points per phase), thus meeting design standards with reservations.…”

Section: Resultsmentioning

confidence: 99%

“…Only one study (5%) provided strong evidence of a causal relation (Hung & Smith, 2011) and six (27%) provided moderate evidence (Graetz et al, 2009; Kuttler, Myles, & Carlson, 1998; Litras, Moore, & Anderson, 2010; Lorimer, Simpson, Myles, & Ganz, 2002; Ozdemir, 2008; Reichow & Sabornie, 2009). The remaining studies provided weak evidence.…”

Section: Resultsmentioning

confidence: 99%

“…Second, 20 independent research groups conducted the studies reviewed; this number also was higher than the three recommended by WWC. Finally, only 13 participants were drawn from a total of seven studies that provided strong evidence (Hung & Smith, 2011) or moderate evidence (Graetz et al, 2009; Kuttler et al, 1998; Litras et al, 2010; Lorimer et al, 2002; Ozdemir, 2008; Reichow & Sabornie, 2009). Based on visual analysis, the effects of social stories intervention were not replicated across a sufficient number of participants, but were replicated across sufficient number of studies and independent research groups.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

Barton

Collier

et al. 2015

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

Autism spectrum disorder (ASD) comprises the fastest growing neurodevelopmental disorders in childhood. Recent prevalence rates indicate that one in 68 children has been identified with ASD (Centers for Disease Control and Prevention, 2014). Delayed social communication skills and restricted and repetitive behavior are the recognized characteristics of ASD (American Psychiatric Association, 2013). Individuals with ASD commonly lack the ability to understand social cues. Social stories have been used to teach social awareness and socially appropriate behaviors (Ivey, Heflin, & Alberto, 2004). Developed in 1993 by Carol Gray, the Social Stories TM intervention describes a social situation from a student's point of view using short and simple sentences. Over the past two decades, teachers, parents, and other professionals have been using social stories with individuals with ASD and other disabilities. The No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004 require that only scientifically based interventions be used to support students with ASD (Odom, 2009). There are evidence-based practices (EBPs) related to positive outcomes for children with ASD (National Autism Center, 2009; Wong et al., 2014). However, teachers, other practitioners, and parents are often unsure which strategies are evidenced based (Lerman, Vorndran, Addison, & Kuhn, 2004). Due to the increase in the reported prevalence of children with ASD and their diverse learning characteristics, there is a growing demand for EBPs for this population. Recently, significant efforts have been made within the field of special education to identify EBPs (Campbell, 2013; Kratochwill et al., 2013). This review examined whether social stories interventions were deemed effective for individuals with ASD. To date, researchers have proposed different quantitative methods for interpreting the results of single-case research design (SCRD) studies; for example, percentage of nonoverlapping data (PND; Scruggs, Mastropieri, & Casto, 1987), percentage of data exceeding the median (PEM; Ma, 2006), percentage of data exceeding the median trend line (PEM

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

Barton

Collier

et al. 2015

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

show abstract

“…Burke, Kuhn, & Peterson, 2004; Hanley-Hochdorfer, Bray, Kehle, & Elinoff, 2010; Raver, Bobzien, Richels, Hester, & Anthony, 2014; Reichow & Sabornie, 2009; Richels et al, 2014) and decrease challenging behaviors (cf. Adams, Gouvousis, VanLue, & Waldron, 2004; de Mers, Tincani, Van Norman, & Higgins, 2009; Hung & Smith, 2011).…”

Section: Introductionmentioning

confidence: 99%

Beyond ASD: Evidence for the Effectiveness of Social Narratives

Zimmerman

Ledford

2017

Journal of Early Intervention

View full text Add to dashboard Cite

Social narratives (e.g., Social Stories™) are common antecedent-based interventions promoted for the purposes of improving prosocial behaviors and reducing challenging behavior for children with and without disabilities. Although they are commonly prescribed and used, their effectiveness has almost exclusively been assessed for children with autism spectrum disorder (ASD). The purpose of this review was to synthesize the literature on social narrative interventions for children without ASD using a new synthesis framework: the Single Case Analysis and Review Framework (SCARF). Specifically, the review assessed the quality, rigor, and outcomes of single case design studies measuring the effectiveness of social narratives for decreasing challenging behavior or increasing prosocial behavior in children without ASD. Conclusions suggest cautious use of social narratives in isolation for children without ASD due to variable outcomes and absence of a sufficient number of rigorous studies. Future high-quality research is needed to address questions surrounding effective instructional components, participant characteristics, and implementation fidelity.

show abstract

“…Bu raporlarda (NAC, 2009(NAC, , 2015 yer alan araştırmaların bulguları (örneğin, Angell, Nicholson, Watts ve Blum, 2011;Anson, Todd ve Cassaretto, 2008;Asaro-Saddler ve Saddler, 2010;Cotugno, 2009;Kasari, Gulsrud ve Wong, 2010;Kurt ve Tekin-Iftar, 2008;Luiselli, Ricciardi, Schmidt ve Tarr, 2004;Lydon, Healy ve Leader, 2011;Matson ve Francis, 1994;Wong ve Kwan, 2010) OSB olan bireylerin sosyal ve iletişim, akademik, motor, öğrenmeye hazırlık özbakım, toplumsal, oyun, geçiş ve kendini düzenleme becerileri alanlarında olumlu gelişmeleri göstermektedir. Ayrıca, kanıt temelli uygulamaların bu bireylerin davranış sorunlarını ortadan kaldırdığı veya azalttığı da raporlarda (NAC, 2009(NAC, , 2015 alan araştırma bulgularında (örneğin, Anderson ve Le, 2011;Blair, Lee, Cho ve Dunlap, 2011;Britton, Carr, Landaburu ve Romick, 2002;Hung ve Smith, 2011;Massey ve Wheeler, 2000;Mechling, Gast ve Cronin, 2006;Sidener, Carr ve Firth, 2005) bildirilmektedir. Ulusal Otizm Merkezi'nin (National Autism Center [NAC]) çalışmaları doğrultutusunda incelenen araştırmalara dayalı olarak yazılan raporlar 14 uygulamanın kanıt temelli uygulama olduğunu belirtmektedir (NAC, 2009(NAC, , 2015.…”

Section: Osb Alanındaki Eğitsel Uygulamalarunclassified

Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklarının Kaynaştırma/Bütünleştirme Ortamlarına Uygulamalı Davranış Analizinden Yansımalar

Aslan

2020

Sakarya University Journal of Education

View full text Add to dashboard Cite

Öz. Otizm spektrum bozukluğu (OSB) için en umut vaat eden ve olumlu sonuçlar veren uygulama, erken yıllardan itibaren bire-bir olarak başlayan ve kaynaştırma/bütünleştirme ortamlarında da devam eden nitelikli özel eğitim hizmetleridir. OSB tanılı bireylerin eğitimlerinde kullanılması önerilen uygulamalı davranış analizine (UDA) dayalı kanıt temelli yöntemler başarılı özel eğitim ve kaynaştırma/bütünleştirme uygulamaları için önem taşımaktadır. Bu derleme çalışmasında okul öncesi kaynaştırma/bütünleştirme ortamlarında yaygın olarak kullanılan UDA'ya dayalı belli başlı odaklanmış uygulamalardan ayrımlı pekiştirmeye, doğal öğretim stratejilerine, etkinlik çizelgelerine ve öykü temelli uygulamalara ilişkin bilgiler sunulmuştur. Bu derleme çalışmasında, sınıfında OSB tanılı çocuk bulunan okul öncesi öğretmenleri başta olmak üzere tüm uygulamacılara, ailelere ve araştırmacılara yol gösterici olabileceği düşüncesiyle, uygulamalara ve ileri araştırmalara dönük önerilere yer verilmiştir.

show abstract

Autism in Taiwan: Using Social Stories to Decrease Disruptive Behaviour

Cited by 7 publications

References 22 publications

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

Beyond ASD: Evidence for the Effectiveness of Social Narratives

Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklarının Kaynaştırma/Bütünleştirme Ortamlarına Uygulamalı Davranış Analizinden Yansımalar

Contact Info

Product

Resources

About