iPad-presented social stories for young children with autism

Vandermeer, Julianne Michelle; Beamish, Wendi; Milford, Todd; Lang, Wayne Terrence

doi:10.3109/17518423.2013.809811

Cited by 45 publications

(30 citation statements)

References 25 publications

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“…However, only 29.8% families had used the booklets regularly, and a portion of parents reported that they did not have time to show the booklets to their children. In the previous studies, the frequency of using a social story was also inconsistent, for instance, two to three times per week, 4 days a week, or at least 25 hr per week [Crozier & Tincani, ; Hsu et al, ; C. M. More et al, ; Raver et al, ; Vandermeer et al, ]. Regression analysis revealed that the frequency of social story reading was not significantly associated with the efficacy of social story intervention in training toothbrushing skills.…”

Section: Discussionmentioning

confidence: 95%

“…Social stories can be used to emphasize a specific skill that a child needs to improve [Benish & Bramlett, ]. In the past decades, social story intervention had been applied to promote peer interactions (inviting friends, explaining an event to peers, sharing toys, playing turn‐taking), diminish stereotypical behaviors, reduce interruptive behaviors, and establish self‐regulation behaviors among preschool children [Agosta et al, ; Benish & Bramlett, ; Chan & O'Reilly, ; Crozier & Tincani, ; Hsu, Hammond, & Ingalls, ; Kassardjian et al, ; Kuoch & Mirenda, ; Litras, Moore, & Anderson, ; C. M. More et al, ; Thompson & Johnston, ; Vandermeer, Beamish, Milford, & Lang, ]. Increment of the expected behaviors and/or reduction in the unfavorable behaviors were observed in most of the above studies, indicating that social story intervention could serve as a potential approach for behavior management among young children.…”

Section: Discussionmentioning

confidence: 99%

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Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

2019

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Toothbrushing is a routine practice for oral hygiene maintenance. It is also a challenging task for young children with special care needs. In this study, social stories were employed to teach toothbrushing skills for preschool children with special needs. Those children were recruited from the Special Child Care Centers, including 87 children with autism and 94 children without autism. A validated toothbrushing social story was used to demonstrate the toothbrushing procedure for all the recruited children. Parents were encouraged to show the stories to their children before or during their daily toothbrushing. Children's toothbrushing performance, oral hygiene status, and gingival health status were assessed at baseline and 6 months. Toothbrushing performance, oral hygiene, and gingival status of the recruited children were significantly improved after using social stories. Moreover, children with autism showed better oral hygiene status (P = 0.01) and better gingival status (P < 0.001) than their peers without autism. However, there were no significant differences in the toothbrushing performance among children with and without autism. The regression models indicated that the improvement of children's toothbrushing performance and oral health status were associated with children's intellectual functioning and parents' attitudes toward the usefulness of social story intervention. The principal findings suggested that social story intervention could be used to improve toothbrushing skills among children with or without autism, while it was more efficient in improving the oral hygiene status among children with autism. Autism Res 2020, 13: 666–674. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Toothbrushing is considered as a basic self‐care practice that should be advocated in early childhood. We used social stories to train toothbrushing skills among preschoolers with special care needs. The toothbrushing skills of the recruited children were significantly improved after 6‐months intervention, and children with autism showed better oral hygiene status than their peers without autism. These findings suggested that social story‐based health promotion could be implemented among children with special needs.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

2019

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“…Analyzing the studies evaluated in this category in terms of targeted skills demonstrated that studying skills (Hourcade, Bullock-Rest, & Hansen, 2012) and teaching social stories were targeted (Vandermeer, Beamish, Milford, & Lang, 2015). While Hourcade et al (2012) conducted their study as a case study, Vandermeer et al (2015) utilized the multiple baseline model, one of the single-subject models.…”

Section: Use Of Portable Smart Devices For Teaching Communication Skimentioning

confidence: 99%

“…While Hourcade et al (2012) conducted their study as a case study, Vandermeer et al (2015) utilized the multiple baseline model, one of the single-subject models. Reviewing the applications used in these studies indicated that Hourcade et al (2012) utilized the Python-Based application in their study, while Stories2Learn application was used in Vandermeer et al's (2015) study.…”

Section: Use Of Portable Smart Devices For Teaching Communication Skimentioning

confidence: 99%

Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Eliçin¹,

Kaya²

2017

EDUC SCI-THEOR PRACT

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This study explores 67 experimental research articles written about children with Autism Spectrum Disorder using high-tech devices. The studies in this research were accessed through EBSCO, Academic Search Complete, ERIC, and Uludağ University online search engines using keywords such as autism and technology, autism and computer, autism and tablet, and autism and portable devices. The studies have been categorized based on their scope: studies conducted using computers and studies conducted using smart portable devices. The software programs used in these studies are described in a separate table. Research findings indicate that studies conducted on children with ASD using high-tech devices found them to be effective for teaching academic skills, communication skills, and social-emotional skills.

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“…The use of digital technology to boost learning outcomes for students with diverse needs has been well documented [1]. More recently, findings from iPad use at home and at school by children with disabilities, particularly those on the autism spectrum, has yielded positive outcomes [2,3,4,5]. For these reasons, Griffith University special education staff collaborated with an industry partner, CHI.L.D Association (Let's Talk Developmental Hub, http://www.letstalk.org.au/child-assoc.html) in Brisbane Australia to apply for nongovernment funding through Ian Potter Foundation (http://www.ianpotter.org.au/) to undertake a home-based intervention study in which preservice teachers partnered with families of young children with communication difficulties.…”

Section: Introductionmentioning

confidence: 99%

Parent and PreService Teacher Partnering in a Technology-Based Home Intervention: Preliminary Findings

Beamish¹,

Meadow²,

Prime³

et al. 2016

Proceedings of the 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017)

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Abstract. This small-scale Australian study employed a mixed method design to explore the perspectives of parents and preservice teachers who worked together on a technology-based home intervention to better engage children aged 4-5 years with communication difficulties in the family morning routine. A mini-iPad was used by each parent to support their child's learning of self-care skills, and parents were individually coached on the technical and pedagogical aspects of the intervention by preservice teachers. Preliminary results from parent interviews, preservice teacher weekly reflections, and parent and preservice teacher online surveys provided strong support for the use of the iPad as a promising tool for interventions of this kind. IntroductionBeginning special educators need to be workplace ready on graduation. These circumstances demand that they not only have the pedagogical knowledge but the professional experience across a broad range of practice, including digital technologies and working with families. The use of digital technology to boost learning outcomes for students with diverse needs has been well documented [1]. More recently, findings from iPad use at home and at school by children with disabilities, particularly those on the autism spectrum, has yielded positive outcomes [2,3,4,5]. For these reasons, Griffith University special education staff collaborated with an industry partner, CHI.L.D Association (Let's Talk Developmental Hub, http://www.letstalk.org.au/child-assoc.html) in Brisbane Australia to apply for nongovernment funding through Ian Potter Foundation (http://www.ianpotter.org.au/) to undertake a home-based intervention study in which preservice teachers partnered with families of young children with communication difficulties.Many young children with communication difficulties are unable to use language to share information about their needs, wishes, and concerns and typically have a poor understanding of what others say. Without intervention, these children face a host of problems, including a limited capacity to express emotions and the development of inappropriate behaviours, which in turn set a developmental trajectory for emotional problems across childhood [6]. In the preliminary planning phase, university and Let's Talk staff sent a Needs Assessment survey to all families with underschool-age children attending CHI.L.D's outreach clinic. The majority of responding parents (60%) identified the morning routine as an area of difficulty for their child and family. This result is not surprising because communication demands at this busy time of the day are typically high for all families. However, these parents, in addition to attending to the usual responsibilities, need to not only tell their child what to do so that the message is understood but also engage their child in completing self-care tasks within the routine (e.g., eating breakfast; getting dressed).Previous studies provided evidence that technology capable of providing pictorial prompts was effective in promoting i...

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iPad-presented social stories for young children with autism

Abstract: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended.

Cited by 45 publications

References 25 publications

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

Determining Studies Conducted upon Individuals with Autism Spectrum Disorder Using High-Tech Devices

Parent and PreService Teacher Partnering in a Technology-Based Home Intervention: Preliminary Findings

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