Since 2014
Teaching Social Skills to Students with Autism: A Video Modeling Social Stories Approach
Behavior and Social Issues
View Archive Info| Field | Value | |
| Title |
Teaching Social Skills to Students with Autism: A Video Modeling Social Stories Approach
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| Creator |
Halle, Sarah
Ninness, Chris Ninness, Sharon K. Lawson, David |
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| Subject |
—
social stories, autism, social communication skills, video modeling, peer-helpers, natural settings, generalization |
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| Description |
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 evidence-based 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.One of the primary purposes of this study was to find more reliable evidence-based treatments and outcomes for those afflicted with autism, a growing population within our society. Importantly, this study placed particular emphasis on the social stories 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.
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| Publisher |
University of Illinois at Chicago Library
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| Contributor |
—
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| Date |
2016-07-01
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| Type |
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion Peer-reviewed Article |
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| Format |
application/pdf
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| Identifier |
https://journals.uic.edu/ojs/index.php/bsi/article/view/6190
10.5210/bsi.v25i0.6190 |
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| Source |
Behavior and Social Issues; Vol 25 (2016); 42-53
1064-9506 |
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| Language |
eng
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| Relation |
https://journals.uic.edu/ojs/index.php/bsi/article/view/6190/5562
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