Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis / Anastasia KOKINA in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.812-826 Titre : Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOKINA, Auteur ; Lee KERN, Auteur Année de publication : 2010 Article en page(s) : p.812-826 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Social-Stories Meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored. En ligne : http://dx.doi.org/10.1007/s10803-009-0931-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis [Texte imprimé et/ou numérique] / Anastasia KOKINA, Auteur ; Lee KERN, Auteur . - 2010 . - p.812-826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.812-826 Mots-clés : Autism-spectrum-disorders Social-Stories Meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored. En ligne : http://dx.doi.org/10.1007/s10803-009-0931-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

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