Evaluating Function-Based Social Stories™ With Children With Autism

Pane, Heather; Sidener, Tina M.; Vladescu, Jason C.; Nirgudkar, Anjalee

doi:10.1177/0145445515603708

Cited by 12 publications

(5 citation statements)

References 45 publications

(76 reference statements)

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“…Moreover, randomization was also judged to be present when drawing conditions from a hat (e.g., Schneider et al, 2013) or when flipping a coin (e.g., Yakubova & Bouck, 2014). In contrast, when no details were provided about the order or sequence of the conditions (e.g., Pane et al, 2015) or when only a “counterbalanced sequence” without further specification was reported (e.g., McLay et al, 2015; Mong & Mong, 2012), we considered that the design does not entail randomization.…”

Section: Characteristics Of Alternating Treatments Designsmentioning

confidence: 99%

Analyzing data from single-case alternating treatments designs.

Manolov¹,

Onghena²

2018

Psychological Methods

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Alternating treatments designs (ATDs) have received comparatively less attention than other single-case experimental designs in terms of data analysis, as most analytical proposals and illustrations have been made in the context of designs including phases with several consecutive measurements in the same condition. One of the specific features of ATDs is the rapid (and usually randomly determined) alternation of conditions, which requires adapting the analytical techniques. First, we review the methodologically desirable features of ATDs, as well as the characteristics of the published single-case research using an ATD, which are relevant for data analysis. Second, we review several existing options for ATD data analysis. Third, we propose 2 new procedures, suggested as alternatives improving some of the limitations of extant analytical techniques. Fourth, we illustrate the application of existing techniques and the new proposals in order to discuss their differences and similarities. We advocate for the use of the new proposals in ATDs, because they entail meaningful comparisons between the conditions without assumptions about the design or the data pattern. We provide R code for all computations and for the graphical representation of the comparisons involved. (PsycINFO Database Record

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Section: Characteristics Of Alternating Treatments Designsmentioning

confidence: 99%

Analyzing data from single-case alternating treatments designs.

Manolov¹,

Onghena²

2018

Psychological Methods

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“…Social Stories™ (Gray et al, 1993) are short, personal stories, written in the first person to teach children with autism how to navigate a challenging social situation. Social stories are most beneficial for students with autism to reduce a targeted problem behavior or to inform children of an effective social response (Gray, 2010(Gray, , 2021Hutchins & Prelock, 2013;Pane et al, 2015). As such, social stories are often used as a supplemental program or within a broader social skills intervention package for enhancing social skills (Kokina & Kern, 2010).…”

Section: Social Narrativesmentioning

confidence: 99%

Developing Social Skills and Social Competence in Children with Autism

Silveira-Zaldivar¹,

Özerk²,

Özerk³

2021

iejee

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IntroductionSocial development is one of the most critical developmental areas for human beings. Deficits in social skills may negatively impact several essential domains including academic achievement, interpersonal relationships, behavior, mental health, and adult life outcome. Individuals with autism present with core deficits in social skills. Without supports and effective interventions to enhance social skills, children with autism often struggle to obtain social competence, and may experience challenges in the school, home, and community settings. With effective interventions, children with autism can learn essential social skills that can help to mitigate deficits and strengthen social competence. After a brief review of various theories of social development, this article seeks to present the constructs of social competence, social skills, and adaptive skills in relatable and clear language for educators. Finally, the article will review several evidence-based interventions designed to enhance social skills.I nterest in the role of social interaction for human development has occupied theoreticians in the last century. John Dewey (1938) considered all learning as an activity that is social in nature. Dewey theorized that effective education is derived from social interaction, cooperation, and collaboration. Dewey, therefore, progressively argued for the creation of educational environments that included developmentally appropriate and engaging social learning experiences for children. Dewey's contemporary social psychologist George Herbert Mead (1934) contended that one cannot learn to be social in a vacuum and that social interaction was a prerequisite for learning. Similarly, Jerome Bruner proposed, "The infant's principal "tool" for achieving his ends is another familiar human being." (Bruner 1983, p. 26). Bruner interpreted social interaction as both selfpropelling and self-rewarding. The Russian educational psychologist Lev S. Vygotsky (1978) distinguished between 'inter-psychological processes' and 'intra-psychological processes.' The former has to do with social interaction, cooperation, and collaboration which takes place between

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“…Finally, Connections and Implications reference past, present, and future concrete examples of the social scenario that is trained in order to foster understanding and future correct behavior. Each Social Story TM will be composed of an introduction, body part, and conclusion (Pane et al, 2015) in order to unsure a structured and logic design. Considering the age of the participants, Social Stories TM will be made of at least 12 first and thirdperson perspective sentences that can be descriptive, perspective, coaching, affirmative, partial, or interrogative (Gray, 2015).…”

Section: Contentmentioning

confidence: 99%

Electroencephalographic Correlate of Mexican Spanish Emotional Speech Processing in Autism Spectrum Disorder: To a Social Story and Robot-Based Intervention

Duville

Alonso-Valerdi

Ibarra-Zárate

2021

Front. Hum. Neurosci.

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Socio-emotional impairments are key symptoms of Autism Spectrum Disorders. This work proposes to analyze the neuronal activity related to the discrimination of emotional prosodies in autistic children (aged 9 to 11-year-old) as follows. Firstly, a database for single words uttered in Mexican Spanish by males, females, and children will be created. Then, optimal acoustic features for emotion characterization will be extracted, followed of a cubic kernel function Support Vector Machine (SVM) in order to validate the speech corpus. As a result, human-specific acoustic properties of emotional voice signals will be identified. Secondly, those identified acoustic properties will be modified to synthesize the recorded human emotional voices. Thirdly, both human and synthesized utterances will be used to study the electroencephalographic correlate of affective prosody processing in typically developed and autistic children. Finally, and on the basis of the outcomes, synthesized voice-enhanced environments will be created to develop an intervention based on social-robot and Social StoryTM for autistic children to improve affective prosodies discrimination. This protocol has been registered at BioMed Central under the following number: ISRCTN18117434.

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Evaluating Function-Based Social Stories™ With Children With Autism

Cited by 12 publications

References 45 publications

Analyzing data from single-case alternating treatments designs.

Analyzing data from single-case alternating treatments designs.

Developing Social Skills and Social Competence in Children with Autism

Electroencephalographic Correlate of Mexican Spanish Emotional Speech Processing in Autism Spectrum Disorder: To a Social Story and Robot-Based Intervention

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