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Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / P. GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program Type de document : Texte imprimé et/ou numérique Auteurs : P. GHANOUNI, Auteur ; T. JARUS, Auteur ; J. G. ZWICKER, Auteur ; J. LUCYSHYN, Auteur ; K. MOW, Auteur ; A. LEDINGHAM, Auteur Article en page(s) : p.660-668 Langues : Anglais (eng) Mots-clés : Asd Emotion recognition General case training Perspective taking Social stories Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668[article] Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program [Texte imprimé et/ou numérique] / P. GHANOUNI, Auteur ; T. JARUS, Auteur ; J. G. ZWICKER, Auteur ; J. LUCYSHYN, Auteur ; K. MOW, Auteur ; A. LEDINGHAM, Auteur . - p.660-668.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668
Mots-clés : Asd Emotion recognition General case training Perspective taking Social stories Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context / Elizabeth SMITH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth SMITH, Auteur ; Aurora CONSTANTIN, Auteur ; Hilary JOHNSON, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.514-526 Langues : Anglais (eng) Mots-clés : Adapting to change Autism Real-world setting Social stories Index. décimale : PER Périodiques Résumé : Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitally-mediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre- post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child's understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event. En ligne : http://dx.doi.org/10.1007/s10803-020-04558-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.514-526[article] Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a 'Real-World' Context [Texte imprimé et/ou numérique] / Elizabeth SMITH, Auteur ; Aurora CONSTANTIN, Auteur ; Hilary JOHNSON, Auteur ; Mark BROSNAN, Auteur . - p.514-526.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.514-526
Mots-clés : Adapting to change Autism Real-world setting Social stories Index. décimale : PER Périodiques Résumé : Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitally-mediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre- post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child's understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event. En ligne : http://dx.doi.org/10.1007/s10803-020-04558-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Evaluation of the efficacy of Social Stories™ using three single subject metrics / Georgina REYNHOUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : Evaluation of the efficacy of Social Stories™ using three single subject metrics Type de document : Texte imprimé et/ou numérique Auteurs : Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur Année de publication : 2011 Article en page(s) : p.885-900 Langues : Anglais (eng) Mots-clés : Social Stories Behavioural intervention Special education Index. décimale : PER Périodiques Résumé : Social Stories™ are a popular intervention used with individuals with autism spectrum disorders (ASD) and other disabilities. Most of the research conducted to date has involved small n designs. Previous meta-analyses of this research have involved relatively small numbers of studies and issues such as selection bias and failure to evaluate methodological quality and have confounded the findings. The present article addresses the limitations of the previous meta-analyses and evaluates 62 studies using three small n metrics, focussing on whether Social Stories were effective with individuals with ASD or other disabilities. It was also determined whether efficacy varied systematically across study or participant characteristics. Consistent with previous reviews, while there was considerable variation, on average Social Stories appear to have only a small clinical effect on behaviour. Implications for the selection of interventions strategies by practitioners are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.885-900[article] Evaluation of the efficacy of Social Stories™ using three single subject metrics [Texte imprimé et/ou numérique] / Georgina REYNHOUT, Auteur ; Mark CARTER, Auteur . - 2011 . - p.885-900.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.885-900
Mots-clés : Social Stories Behavioural intervention Special education Index. décimale : PER Périodiques Résumé : Social Stories™ are a popular intervention used with individuals with autism spectrum disorders (ASD) and other disabilities. Most of the research conducted to date has involved small n designs. Previous meta-analyses of this research have involved relatively small numbers of studies and issues such as selection bias and failure to evaluate methodological quality and have confounded the findings. The present article addresses the limitations of the previous meta-analyses and evaluates 62 studies using three small n metrics, focussing on whether Social Stories were effective with individuals with ASD or other disabilities. It was also determined whether efficacy varied systematically across study or participant characteristics. Consistent with previous reviews, while there was considerable variation, on average Social Stories appear to have only a small clinical effect on behaviour. Implications for the selection of interventions strategies by practitioners are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum / R. HANRAHAN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : R. HANRAHAN, Auteur ; E. SMITH, Auteur ; H. JOHNSON, Auteur ; A. CONSTANTIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.4243-4257 Langues : Anglais (eng) Mots-clés : Autism Rct Social stories Technology sofa-app.org. This is freely available and there are no financial conflicts of interest. Index. décimale : PER Périodiques Résumé : Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n?=?9 children on the autism spectrum) and an attentional control group who received a poem (n?=?6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up. En ligne : http://dx.doi.org/10.1007/s10803-020-04490-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4243-4257[article] A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum [Texte imprimé et/ou numérique] / R. HANRAHAN, Auteur ; E. SMITH, Auteur ; H. JOHNSON, Auteur ; A. CONSTANTIN, Auteur ; Mark BROSNAN, Auteur . - p.4243-4257.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4243-4257
Mots-clés : Autism Rct Social stories Technology sofa-app.org. This is freely available and there are no financial conflicts of interest. Index. décimale : PER Périodiques Résumé : Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n?=?9 children on the autism spectrum) and an attentional control group who received a poem (n?=?6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up. En ligne : http://dx.doi.org/10.1007/s10803-020-04490-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study / Alyne KASSARDJIAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.2329-2340 Langues : Anglais (eng) Mots-clés : Autism Behavioral skills training Social skills Social skills groups Social stories Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340[article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340
Mots-clés : Autism Behavioral skills training Social skills Social skills groups Social stories Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Effectiveness of Social Stories in Teaching Abduction-Prevention Skills to Children with Autism / O. KURT in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
PermalinkEvaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkThe relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder / Roderick D. O’HANDLEY in Research in Autism Spectrum Disorders, 11 (March 2015)
PermalinkNeuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)
PermalinkPiloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings / E. SMITH in Research in Autism Spectrum Disorders, 75 (July 2020)
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