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Personalization of social narratives for students with Autism Spectrum Disorder: Brief experimental analysis / Kelly A. M. EDWARDS in Research in Autism Spectrum Disorders, 89 (November 2021)
[article]
Titre : Personalization of social narratives for students with Autism Spectrum Disorder: Brief experimental analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kelly A. M. EDWARDS, Auteur ; Elizabeth L. W. MCKENNEY, Auteur ; Nick NIEKRA, Auteur ; Stephen D. A. HUPP, Auteur ; Gregory E. EVERETT, Auteur Article en page(s) : 101877 Langues : Anglais (eng) Mots-clés : Social narrative (s) Social Stories™ Brief experimental analysis School-based intervention Personalization Adaptation Index. décimale : PER Périodiques Résumé : Individuals with ASD display deficits in social interaction and communication across multiple contexts, making social communication a primary intervention target in school and community-based settings. Social narratives (SN) are designed to be implemented easily and flexibly by numerous caregivers and interventionists, provided that correct training is given. However, research findings regarding the efficacy of SN have been mixed. Much previous research has used generic forms of SN, in which pictures are not individualized to the child and the setting in which change is desired. In addition, the presumed mechanism of change in most social narrative research has been that narratives are skill-building, thus resulting in long-term and persistent effects. However, little research has supported or examined that assumption. The present study examined the efficacy of SN presented via various delivery methods, including written narratives with generic pictures, written narratives with personalized pictures, and written narratives with personalized pictures plus role play. Brief experimental analysis followed by extended analysis facilitated an examination of whether SN resulted in rapid generalization, or may function more similarly to antecedent interventions, such as prompts. Findings with three children with ASD whose special education teacher implemented SN indicate that some degree of personalization is more effective than generic presentation of SN. While SN appeared to sometimes produce generalizable gains, such effects were neither immediate nor as strong as when SN was used immediately prior to observation. Implications and future directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101877 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101877[article] Personalization of social narratives for students with Autism Spectrum Disorder: Brief experimental analysis [Texte imprimé et/ou numérique] / Kelly A. M. EDWARDS, Auteur ; Elizabeth L. W. MCKENNEY, Auteur ; Nick NIEKRA, Auteur ; Stephen D. A. HUPP, Auteur ; Gregory E. EVERETT, Auteur . - 101877.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101877
Mots-clés : Social narrative (s) Social Stories™ Brief experimental analysis School-based intervention Personalization Adaptation Index. décimale : PER Périodiques Résumé : Individuals with ASD display deficits in social interaction and communication across multiple contexts, making social communication a primary intervention target in school and community-based settings. Social narratives (SN) are designed to be implemented easily and flexibly by numerous caregivers and interventionists, provided that correct training is given. However, research findings regarding the efficacy of SN have been mixed. Much previous research has used generic forms of SN, in which pictures are not individualized to the child and the setting in which change is desired. In addition, the presumed mechanism of change in most social narrative research has been that narratives are skill-building, thus resulting in long-term and persistent effects. However, little research has supported or examined that assumption. The present study examined the efficacy of SN presented via various delivery methods, including written narratives with generic pictures, written narratives with personalized pictures, and written narratives with personalized pictures plus role play. Brief experimental analysis followed by extended analysis facilitated an examination of whether SN resulted in rapid generalization, or may function more similarly to antecedent interventions, such as prompts. Findings with three children with ASD whose special education teacher implemented SN indicate that some degree of personalization is more effective than generic presentation of SN. While SN appeared to sometimes produce generalizable gains, such effects were neither immediate nor as strong as when SN was used immediately prior to observation. Implications and future directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101877 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism / Tiffany KODAK in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur Article en page(s) : p.801-807 Langues : Anglais (eng) Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807[article] A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur . - p.801-807.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807
Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199