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

Teaching Social Skills to Students with Autism: a Video Modeling Social Stories Approach 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behavior and Social Issues Springer Journals

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

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Publisher
Springer Journals
Copyright
Copyright © 2016 by Sarah Halle, Chris Ninness, Sharon K. Ninness, & David Lawson
Subject
Psychology; Clinical Psychology; Personality and Social Psychology
ISSN
1064-9506
eISSN
2376-6786
DOI
10.5210/bsi.v25i0.6190
Publisher site
See Article on Publisher Site

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.

Journal

Behavior and Social Issues – Springer Journals

Published: May 1, 2016

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