Social Stories: Improving Responses of Students with Autism with Accurate Social Information

Gray, Carol; Garand, Joy D.

doi:10.1177/108835769300800101

Cited by 503 publications

(360 citation statements)

References 19 publications

(19 reference statements)

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“…In addition, the child received a photo storybook containing pictures of the MRI researchers, the entry way to the UC Davis Imaging Research Center, and the mock and 3T MRI scanners. The storybook writing was adapted for very young children containing simple language, factual information and short sentences and read much like a Social Story (i.e., therapeutic method of communicating factual information to children with autism) (Gray and Garand 1993). Next, an MRI researcher discussed the general MRI procedures with the parents and developed an individualized strategy for the child, taking into account the child's typical bedtime routines and habits.…”

Section: Mri Familiarization Protocolmentioning

confidence: 99%

Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation

Nordahl

Simon

Zierhut

et al. 2007

J Autism Dev Disord

115

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We describe a protocol with which we achieved a 93% success rate in acquiring high quality MRI scans without the use of sedation in 2.5-4.5 year old children with autism, developmental delays, and typical development. Our main strategy was to conduct MRIs during natural nocturnal sleep in the evenings after the child's normal bedtime. Alternatively, with some older and higher functioning children, the MRI was conducted while the child was awake and watching a video. Both strategies relied heavily on the creation of a child and family friendly MRI environment and the involvement of parents as collaborators in the project. Scanning very young children with autism, typical development, and developmental delays without the use of sedation or anesthesia was possible in the majority of cases.Correspondence to: Christine Wu Nordahl, crswu@ucdavis.edu. Structural magnetic resonance imaging (MRI) has provided important information about the neuropathology of autism. Recent evidence suggests that there may be an altered trajectory of brain growth, with a period of precocious overgrowth in total cerebral volume that occurs in the first years of life Courchesne et al. 2001;Hazlett et al. 2005). However, there are relatively few studies that focus on children younger than six years of age (Carper et al. 2002;Courchesne et al. 2001;Hazlett et al. 2005;Sparks et al. 2002). It is critical to examine brain structure during early development, closer to the time of clinical diagnosis. HHS Public AccessIn part, the paucity of MRI studies in very young children is due to the methodological challenges of acquiring high quality MRI images. MRI is extremely sensitive to head motion, and the child must remain still for the duration of the MRI scan, typically ranging from 30 min to 1 h. Even slight movements of a few millimeters create motion artifact that can distort the image and confound all types of subsequent structural analyses. Another challenge is the loud acoustic noise created by the interaction of gradient currents with the main magnetic field during the MRI scan. Children with autism often have auditory sensitivities (Rogers and Ozonoff 2005;Tharpe et al. 2006). Thus, the thought of enduring scanner noise may increase anxiety and decrease willingness to participate for both parents and children.To circumvent these methodological challenges, the use of moderate sedation or general anesthesia is often used in children with autism. Although these methods are generally considered safe , parents are often hesitant to expose their children to sedation, especially when it is not medically indicated. Taking sedation out of the MRI protocol is likely to increase the motivation of parents whose anxiety about sedation or anesthesia had precluded them from participating in a research study involving MRI. Alternatives to sedation are also essential for those institutions that do not have capabilities to support sedation or anesthesia.The strategy of acquiring MRI scans during natural sleep has been used in typically developing chi...

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Section: Mri Familiarization Protocolmentioning

confidence: 99%

Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation

Nordahl

Simon

Zierhut

et al. 2007

J Autism Dev Disord

115

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“…Three studies used adapted lyrics set to familiar melodies [Studies 1, 4, and 9], and six studies used originally composed lyrics and music [Studies 2,4,5,7,10,and 12]. In Study 1, a prescriptive song protocol was used to compose song lyrics based on social stories (Gray and Garand 1993). In Study 10, a video recording of the songs was made, which the participants watched in the intervention.…”

Section: Intervention Proceduresmentioning

confidence: 99%

Music Therapy for Individuals with Autism Spectrum Disorder: a Systematic Review

James

Sigafoos

Green

et al. 2014

Rev J Autism Dev Disord

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We identified, summarized, and appraised the certainty of evidence for 12 studies investigating the use of music therapy for individuals with autism spectrum disorder (ASD). The studies were summarized in terms of (a) participant characteristics, (b) dependent variables, (c) procedures, (d) results, and (e) certainty of evidence. A total of 147 participants aged 3 to 38 years were included in the 12 studies. Dependent variables included: (a) decreasing undesirable behavior, (b) promoting social interaction, (c) improving independent functioning, (d) enhancing understanding of emotions, and (e) increasing communication. Music therapy included the use of specific songs with lyrics related to target skills as well as musical improvisation. Outcomes were positive for 58 % of the studies and mixed for 42 % of the studies. Certainty of evidence was rated as conclusive for 58 % of the studies. The existing literature suggests that music therapy is a promising practice for individuals with ASD, but additional research is warranted to further establish its generality and the mechanisms responsible for behavior change.

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“…Social Scripts were used to explain the situation clearly, visually where it can be repeatedly referred to in the script. In this regard, we can make it clear to autistic individuals on how they ought to behave (Gray, 1993). The other purpose of the using the social script is to facilitate the teaching of social skills, limiting the behavior from recurring, assisting in keeping track of changes and new teaching routine, describing a person's behavior and reducing the challenging behavior.…”

Section: Literature Reviewmentioning

confidence: 99%

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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Social Stories: Improving Responses of Students with Autism with Accurate Social Information

Cited by 503 publications

References 19 publications

Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation

Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation

Music Therapy for Individuals with Autism Spectrum Disorder: a Systematic Review

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

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