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Specialist ServicesEducation for Children with Autism Spectrum Disorders and Social Stories for Parents of Autistic Children
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Social stories are short, unique, tailor-made stories written in a specified style and format. Each story focusses on a specific event, situation, skill or concept and aims to help the young person understand this better. Stories may draw attention to unwritten social rules or taboos, relevant social cues, others’ perspectives or the consequences of certain actions.
Applying an Executive Function Framework in Educational Therapy
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
George Mccloskey, Sarah Allen, Alex Harne
Additional techniques that can be used to address some aspects of executive function self-regulation difficulties include motivational interviewing (Herman, Reinke, Frey, & Shepard, 2013; Miller & Rollnick, 2002; Naar-King & Suarez, 2011; Rollnick, Kaplan, & Rutschman, 2016), social problem-solving therapy (Nezu & Perri, 1989), and social stories (Gray, 2002). Although the social stories approach was originally designed as an intervention to deal with the self-regulation deficits of children diagnosed with autism, variations of this approach could be used with nonautistic younger children who lack the developmentally appropriate level of ‘theory of mind’ (realization of self and others) needed to size up situations in order to know how to respond appropriately.
‘I did not even receive even a phone call from any institution!’: experiences and recommendations related to disability during COVID-19
Published in International Journal of Developmental Disabilities, 2023
Studies have highlighted families’ experience of declining support networks in various life areas, including social (Asbury et al.2021), economic, and educational contexts (Manning et al.2021). Similarly, the current study’s participants stated that no help was provided during the quarantine process and they articulated their needs for psychological support. Parents stated that while both they and their CWD were psychologically affected by these situations, they received no support. Participants also noted how the unpredictability of the process caused additional hardship to them while explaining the pandemic situation to their CWD. The research suggests the level of comprehension of CWD is essential in the explanation of the process (Asbury et al.2021). Families play a significant role in clearly and accurately explaining this process to their CWD. Relevant studies (Bent et al.2020, Chandra and Aruna 2021) advise the usage of social stories to explain the situation and carry out activities and things to do in this process. Other studies focus on skill teaching on mask usage for CWD (Sivaraman et al.2021, Yılmaz and Atlı 2020).
Where should we go from here? Identified gaps in the literature in psychosocial interventions for youth with autism spectrum disorder and comorbid anxiety
Published in Children's Health Care, 2020
Alexandra M. Slaughter, Morgan M. McNeel, Eric A. Storch, Sarah S. Mire
Studies examining the effectiveness of the story-based, exposure, and sensory-integrative interventions were scarce and were limited by very small samples (n = 1 to 5). Additionally, these studies did not explicitly measure anxiety using validated instruments. However, aspects of these approaches, specifically story-based and exposure interventions are often integrated into CBI, especially when working with children who have ASD. Social stories are often used to assist in teaching the content or social skills, or they may also be used as visual reminders to apply the learned concepts (Gray & Garand, 1993). Exposure is a critical component of many of the cognitive-behavioral approaches found in this review, with exposure to feared triggers being one effective component for implementing CBI for children with ASD (Ung et al., 2015). With regard to the current state of the literature, findings from our review suggest several conclusions. First, exposure techniques are effective for reducing anxiety in youth with ASD but should not be dismantled from CBI. Second, we cannot recommend that practitioners use story-based interventions unless in conjunction with CBI. Finally, we also do not recommend using sensory-integrative interventions for treating youth with ASD + anxiety.
Indexing effects in single-case experimental designs by estimating the percent of goal obtained
Published in Evidence-Based Communication Assessment and Intervention, 2020
John Ferron, Howard Goldstein, Arnold Olszewski, Lodi Rohrer
In our first selected study the researchers used an ABAB design and aimed to decrease the disruptive behavior of a preschool child with autism using a modified social story intervention, where verbal prompts were added to the social story intervention in the second B phase (Crozier & Tincani, 2005). Social stories refer to an intervention approach utilizing simple stories written from a child’s perspective to explain socially appropriate behaviors (Gray & Garand, 1993). Disruption was indexed as the number of talk-outs (i.e. disruptive verbal acts), and the implied goal was to reduce this target disruptive behavior to zero. Figure 2 provides a graphical display of the results of this study. The authors concluded that the modified social story intervention was effective in reducing the number of talk-outs, and that the addition of verbal prompts during the second B phase led to a greater reduction in disruptive behavior, which prompted their recommendation to use verbal prompts in conjunction with social stories.