Using Social Stories™ on the iPad to Improve Classroom Behavior for Students with Autism Spectrum Disorder: A Pilot Study

Autor/inn/en	Bordoff-Gerken, Samantha; Asaro-Saddler, Kristie
Titel	Using Social Stories™ on the iPad to Improve Classroom Behavior for Students with Autism Spectrum Disorder: A Pilot Study
Quelle	In: Journal of Special Education Apprenticeship, 10 (2021) 1, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Elementary School Students; Story Telling; Autism; Pervasive Developmental Disorders; Males; Instructional Effectiveness; Attention; Student Behavior; Children; Motor Development; Cognitive Ability; Young Children; New York; Test of Nonverbal Intelligence; Expressive One Word Picture Vocabulary Test; Behavior Assessment System for Children; Mullen Scales of Early Learning; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autismus; Male; Männliches Geschlecht; Unterrichtserfolg; Aufmerksamkeit; Student behaviour; Schülerverhalten; Child; Kind; Kinder; Motorische Entwicklung; Denkfähigkeit; Frühe Kindheit
Abstract	Reviews of the literature have confirmed that Social Stories™ can be an effective intervention for individuals with ASD. Recently, researchers have begun to investigate the presentation of Social Stories™ using technology, with results suggesting that Social Stories™ presented through technology are a promising avenue for practice and research. In this study, a multiple baseline across participants design was used with four male 7-9 year old students with ASD to determine whether an iPad-based Social Story™ would decrease the number of teacher redirects required by the participants in order to attend to a group lesson. Effect sizes were calculated using PND, PEM, and Tau-U. Results of these analyses generally indicated that overall that the intervention was effective, with the exception of PND for three participants; all other effect sizes indicate an effective or very effective treatment for all participants. Results indicate that iPad-based Social Stories™ can help decreasing the number of redirects required for students with ASD to attend to a group lesson. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01