Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism

Crozier, Shannon; Tincani, Matt

doi:10.1177/10883576050200030301

Cited by 105 publications

(73 citation statements)

References 16 publications

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“…These findings reinforce the studies by Crozier et al (2005) who used social stories which had been modified to reduce the disruptive behavior of autistic children. Thus, it shows that the social story intervention which have been modified indicates that behavior which can be reduced through CeSo is disruptive, negative and anti-social behavior.…”

Section: Discussion and Implications Of The Studysupporting

confidence: 80%

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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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Section: Discussion and Implications Of The Studysupporting

confidence: 80%

“…However, Crozier et al (2005) in his study showed that the disruptive behavior of autistic children decreased after using social stories. The effects were studied using the help of verbal and nonverbal prompts.…”

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 approach has been examined by researchers and found to be effective in improving social understanding and social behaviour in children diagnosed with ASDs (Attwood, 2007). Studies on the effects of the Social Stories TM intervention reveal promising results 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 regarding increases or reductions in targeted behaviours (Crozier & Tincani, 2005;Delano & Snell, 2006;Sansosti & Powell-Smith, 2006). This intervention has grown in popularity as it provides visual structure and sequencing to teach social skills and reduce problem behaviour in a nonintrusive way (Olley, 2005).…”

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confidence: 99%

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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“…[11]. In many of these studies, SS has been used either as a sole intervention [11] or combined with other interventions, such as verbal and pictorial prompts, reinforcement of appropriate responses, robot-assisted programs [19], and various priming strategies [20].…”

Section: Social Story In the Presence Of Dogs: An Animal-assisted Ementioning

confidence: 99%

Constructing Healthy Experiences through Human-Animal Interactions for Autistic Children and Their Families: Implications for Research and Education

Rusu¹

2017

Autism - Paradigms, Recent Research and Clinical Applications

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Abstract" signiicant body of research in the ield of animal assistance in autism spectrum disorder "SD) therapy indicates that positive human-animal interactions H"Is), such as playing with therapy dogs or dogs presence while reading Social Stories, improve the social interactions and the level of the behavioral indicators of positive moods smiling, laughing) in autistic children. In this chapter, we aim to present a series of evidencebased modalities of including animal-assisted activities in standard therapeutic setings but also in the home environment e.g., interactions with family animals), targeting the socio-emotional development of autistic children and their optimal communication with the family members, including the companion animals. The studies presented here are discussed from the perspective of potential mechanisms, such as oxytocin system, and several atachment-related views. Our studies point toward the valorization of companion animals in the process of development and optimizing the interpersonal communication abilities of "SD children in a positive and engaging manner for both humans and animals.

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Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism

Cited by 105 publications

References 16 publications

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

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

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

Constructing Healthy Experiences through Human-Animal Interactions for Autistic Children and Their Families: Implications for Research and Education

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