[article] 
inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.205-215

Titre :	Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism
Type de document :	texte imprimé
Auteurs :	G. Richmond MANCIL, Auteur ; Todd F. HAYDON, Auteur ; Peggy WHITBY, Auteur
Année de publication :	2009
Article en page(s) :	p.205-215
Langues :	Anglais (eng)
Mots-clés :	autism social-stories computer-assisted-instruction
Index. décimale :	PER Périodiques
Résumé :	Despite evidence from previous studies that support using Social StoriesTM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPointTM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format.
En ligne :	http://dx.doi.org/10.1177/1088357609347324
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

[article] Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism [texte imprimé] / G. Richmond MANCIL, Auteur ; Todd F. HAYDON, Auteur ; Peggy WHITBY, Auteur . - 2009 . - p.205-215.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.205-215

Mots-clés :	autism social-stories computer-assisted-instruction
Index. décimale :	PER Périodiques
Résumé :	Despite evidence from previous studies that support using Social StoriesTM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPointTM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format.
En ligne :	http://dx.doi.org/10.1177/1088357609347324
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886