Social Stories and Comic Strip Conversations with Students with Asperger Syndrome and High-Functioning Autism

Gray, Carol

doi:10.1007/978-1-4615-5369-4_9

Cited by 205 publications

(211 citation statements)

References 23 publications

(17 reference statements)

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“…The sample social story activities demonstrate how stories should be written in simple (Smith, 2003) and factually correct (Gray, 2004b) language to address the needs of M A N U S C R I P T 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 children with the triad of impairments (Wing & Gould, 1979). Perspective sentences are included to describe thoughts, emotions, beliefs, opinions, motivation and knowledge in order to improve theory of mind abilities (Attwood, 2007) and joint attention deficits (Bigelow et al, 2004;Dawson et al, 2004;Mundy & Burnette, 2005).…”

Section: Sample Activitiesmentioning

confidence: 99%

“…The activities (Appendix) were chosen to provide carers with examples of how to create a good learning experience for children with ASDs, by taking their distinct characteristics into account and by following Gray"s ten defining criteria (Gray, 2004b). Permission was sought from authors Gray & Leigh White, 2002;Smith, 2003;Howley & Arnold, 2005; Flemington-Raritan Autism Program, 2005) to include in the activities text from social stories which had been successfully tried and tested by teachers.…”

Section: Sample Activitiesmentioning

confidence: 99%

“…A social story should not be limited to words on paper but rather Gray (1995) suggests a variety of materials and instructional methods may be used to accommodate the child"s cognitive style (Baron-Cohen, 2008). It is now believed that clever use of illustrations, which takes the age level and personal learning characteristics of the child with ASD into account, is beneficial to social understanding (Gray, 2004b).ICT can support parents and professionals who wish to implement the Social Stories TM intervention to create successful social stories which will help to teach children with ASDs social understanding with social skills. Technology offers carers the possibility of personalising stories by facilitating the use of graphic images, animated characters, digital pictures, video clips and sound files which suit the individual"s developmental age, learning style, reading ability, attention span and special interests.…”

mentioning

confidence: 99%

“…Template Activity In order to provide scaffolding for carers who need to create stories for children with very different needs, a "template" activity is provided together with details of the process of composing a personalised story according to Gray"s guidelines (Gray, 2004b). Examples of story titles and sentences, with popup or dropdown menus, are included to encourage carers to adapt them to suit particular children"s needs (Fig.…”

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confidence: 99%

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Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Doyle

Arnedillo-Sánchez

2011

Computers & Education

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This paper describes a framework which was developed for carers (teachers and parents) to help them create personalised social stories for children with autistic spectrum disorders (ASDs). It explores the social challenges experienced by individuals with ASDs and outlines an intervention aimed at revealing the hidden code that underpins social interactions to them. It focuses on how technology can facilitate the implementation of this intervention by utilising multimedia-authoring tools. Findings from a case study, involving seven carers over a five-month period, are encouraging revealing that the participants quickly learned the basics of the intervention and either adapted or created social stories. They found the framework easy to use and sufficiently flexible to cater for children with social interaction, communication and behaviour problems.Keywords: authoring tools and methods, media in education, teaching/learning strategies. IntroductionDue to their social-cognitive learning disabilities individuals with ASDs are unable to develop social skills and interpret the social nuances of those around them. The foregoing brings deep and lifelong challenges that impact their lives in multiple ways. For instance, when these children are not able to read social cues, their personal safety and decision making can be at risk (Smith Myles et al, 2004). Consequently, children with ASDs need to be taught particular skill sets to survive in ways that cater for their learning difficulties and perception of the world (Jordan & Powell, 1995).Rather than merely diagnosing the condition by identifying clusters of behaviours (Smith, 2003), current approaches attempt to understand the thinking and emotional processes that underlie the way in which children with autism perceive the world and behave. Several prominent models of autism such as: triad of impairments (an absence of social interaction, communication and development of imagination) (Wing & Gould, 1979); theory of mind (Happé & Frith, 1994;Baron-Cohen, 2000); central coherence (Frith, 1989); executive function (Ozonoff et al, 2005); joint attention (Bigelow et al, 2004;Dawson et al, 2004;Mundy & Burnette, 2005); and personal autobiographical memory (Jordan & Powell, 1995) underpin the conceptual framework of the present research.An intervention to teach social skills to children with ASDs should recognise individual differences and be informed on sound principles. Thus, unlike existing commercial social skills packages (Smith, 2003), social skills tools should be flexible and adaptable to cater for the idiosyncratic and individual nature of each child"s difficulties. For instance, children with ASDs generally have a visual learning style (Kuttler et al, 1998;Grandin, 2006) and display good visuo-spatial skills that do not involve language (Wing, 2002). Furthermore, a wide range of intellectual ability among children on the autistic spectrum exists. According to Baron-Cohen (2008) up to twenty-five per cent of M A N U S C R I P T 1 2 3 4 5 6 7 8 9 10 11...

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Section: Sample Activitiesmentioning

confidence: 99%

Section: Sample Activitiesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Doyle

Arnedillo-Sánchez

2011

Computers & Education

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“…These low-tech tools afford a level of customization teachers need to support each individual child in their classrooms. However, the majority of high-tech assistive technologies [e.g., 15,20] have extremely limited flexibility, restricting their use to only specific purposes. Thus, a primary goal in this work was to merge the advanced computational functionality inherent to assistive technologies (e.g., playing audio recordings) and the radical customization available through analog tools.…”

Section: Customizing For Each Childmentioning

confidence: 99%

Interactive visual supports for children with autism

Hayes

Hirano

Marcu

et al. 2010

Pers Ubiquit Comput

216

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Interventions to support children with autism often include the use of visual supports, which are cognitive tools to enable learning and the production of language. Although visual supports are effective in helping to diminish many of the challenges of autism, they are difficult and time-consuming to create, distribute, and use. In this paper, we present the results of a qualitative study focused on uncovering design guidelines for interactive visual supports that would address the many challenges inherent to current tools and practices. We present three prototype systems that address these design challenges with the use of large group displays, mobile personal devices, and personal recording technologies. We also describe the interventions associated with these prototypes along with the results from two focus group discussions around the interventions. We present further design guidance for visual supports and discuss tensions inherent to their design.

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Curriculum and Classroom Structure

Olley¹

2005

Handbook of Autism and Pervasive Developmental Disorders

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Social Stories and Comic Strip Conversations with Students with Asperger Syndrome and High-Functioning Autism

Cited by 205 publications

References 23 publications

Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Interactive visual supports for children with autism

Curriculum and Classroom Structure

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