Teaching Social Skills to Students with Autism: a Video Modeling Social Stories Approach

Abstract

The present study evaluates the effects of a social story procedure as developed by Gray (2010). The social story alone was presented in a video modeled format to four middle school students who were eligible for the special education autism criteria and who were instructed primarily in a public middle school general education setting. Using a multiple baseline design across participants in their natural school setting, this study found consistent improvements in all participants' social responses when greeted by peer helpers. During the follow-up phase, participants' prosocial greeting responses remained consistent with intervention phase responses. One of the primary purposes of this study was to find more reliable evidencebased treatments and outcomes for those individuals afflicted with autism, a growing population within our society. Importantly, this study placed particular emphasis on a social story protocol as employed in the absence of other concurrent treatments. Participants were exposed to a video modeling protocol within a natural school setting. Social stories videos were focused on peer-interactive greeting behaviors. Techniques for establishing generalization of prosocial peer-interactive behaviors are discussed, and strategies for observing students during follow-up conditions are described.

The Effectiveness of Social Stories and Video Modeling in Improving Self-Care Skills in Female Adolescents with Mild Intellectual Disabilities during Menstrual Periods

“…This indicated that the intervention program proved to be effective in achieving the objectives of the study. This finding is also supported by the evidence of studies to determine the effectiveness of SLT through the use of a combination of social story strategies and video modeling in an intervention program (Gül, 2016, Halle, 2014, Cigrand, 2011, Wilkinson, 2010, Litras, Moore, & Anderson, 2010, Sansosti & Powell-Smith, 2008, Scattone, 2008. The major differences with thisstudy are: 1) the problem addressedin this study, namelysexual education, especially menstruation; 2) the subject of research in this study, a young woman of early adolescence who also has mild IDs.…”

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

“…An additional 116 articles were excluded, primarily because one or more of the inclusion criteria were not met. However, studies were also excluded when (a) an intervention was delivered in a special education setting and only generalization effects were examined in a general education classroom (Whitby, 2013), (b) cognitive information (e.g., IQ scores) was not provided for students with autism who received interventions in general education classrooms (Brown & Mirenda, 2006; Halle, Ninness, Ninness, & Lawson, 2016; Staniland & Byrne, 2013; Tekin-Iftar, Collins, Spooner, & Olcay-Gul, 2017), (c) the location in which the intervention was delivered was not clear (Light, Binger, Agate, & Ramsay, 1999; Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012), (d) a study did not report or disaggregate results for students with intellectual disability (e.g., Cushing & Kennedy, 1997; Wehmeyer et al, 2011), and (e) a study did not demonstrate randomization or group equivalence at baseline (Palmer, Wehmeyer, Gipson, & Agran, 2004). Third, we applied forward and backward search techniques to all included articles.…”

The History and Current Status of Behavior and Social Issues: 1978–2016

“…Glenn's publications have primarily focused on developing a conceptual framework to study cultural phenomenon (e.g., Glenn, 1986;Glenn & Malott, 2004;Glenn et al, 2016). Chris Ninness has published articles on a variety of topics, including education (Rumph, Ninness, McCuller, & Holland, 2007), functional assessments (Davis et al, 2008), and social skill development (Halle, Ninness, Ninness, & Lawson, 2016). Eight publishing institutions have had more than ten articles in BSI (see Table 3), with the University of North Texas as the leader with 32 publications followed by the University of Nevada, Reno with 26 publications.…”