scholarly journals Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism

2010 ◽  
Vol 2010 ◽  
pp. 1-9 ◽  
Author(s):  
Stacey Litras ◽  
Dennis W. Moore ◽  
Angelika Anderson
Keyword(s):  
Social Skills ◽  
Social Engagement ◽  
Social Stories ◽  
Multiple Baseline ◽  
Behavior Changes ◽  
Social Deficits ◽  
Communicative Behavior ◽  
Target Behaviors ◽  
The Social ◽  
Combined Intervention

The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population.

Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

scholarly journals Effect of Social Stories on Social Skills of children with Autism Spectrum Disorder

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Anu Aggarwal ◽  
Babita Prusty
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Rating Scale ◽  
Social Stories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Response ◽  
The Social ◽  
Significant Difference

The research titled “Effect of Social Stories on social skills of children with Autism Spectrum Disorder” was aimed to study that how Social Stories as an intervention affect the social skills of children with Autism Spectrum Disorder. In the study a sample of 4 children with Autism Spectrum Disorder ranging from 4-8 years of age was taken using purposive sampling. The tool used to assess the social skills was Childhood Autism Rating Scale, Second Edition – Standard Version (CARS2-ST). The data was collected using Pre-Post Research Design and then analyzed using t-test as the statistical tool. There was significant difference between the scores of pre intervention and post intervention by Social Stories. The results hence generated proved that social skills including relating to people, adaptation to change, visual response, listening response and verbal communication can be enhanced and supported by the Social Stories.

scholarly journals The Effects of Mindfulness Intervention on the Social Skills of Students with Specific Learning Disability

2020 ◽  
Vol 12 (2) ◽  
pp. 115-124
Author(s):  
Haniye Mohammad Esmmaeelbeygi ◽  
Ghorban Hemati Alamdarloo ◽  
Diba Seif ◽  
Fatemeh Soosan Jabbari
Keyword(s):  
Social Skills ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Multiple Baseline ◽  
Single Subject ◽  
Base Line ◽  
Mindfulness Intervention ◽  
The Social ◽  
Specific Learning

The aim of the present study was to determining the effect of mindfulness intervention on social skills of the students with specific learning disability (SLD). For this purpose, in a single- subject multiple baseline across subjects, three students with SLD in the third grade of primary school were selected as participants. The instrument for assessment of social skills was social skills rating system (SSRS) by Gresham, & Elliott, in a checklist format that was completed by parents. Mindfulness intervention was conducted in eight 45-minutes’ sessions individually, in a single subject multiple baseline across subjects. The checklist of social skills were completed by the parents during the base line, intervention, and follow-up procedures. Comparing the participants’ performance in the base line, intervention and follow-up procedures demonstrated that the mindfulness intervention had positive effects on the social skills of all the three participants. This study demonstrated that mindfulness intervention improves social skills in children with SLD.

Effects of Mother-Delivered Social Stories and Video Modeling in Teaching Social Skills to Children With Autism Spectrum Disorders

2016 ◽  
Vol 50 (4) ◽  
pp. 215-226 ◽  
Author(s):  
Cimen Acar ◽  
Elif Tekin-Iftar ◽  
Ahmet Yikmis
Keyword(s):  
Social Skills ◽  
Video Modeling ◽  
Social Validity ◽  
Social Stories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Video Images ◽  
The Social ◽  
Study Results

An adapted alternating treatments design was used to compare mother-developed and delivered social stories and video modeling in teaching social skills to children with autism spectrum disorder (ASD). Mothers’ opinions about the social validity of the study were also examined. Three mother–child dyads participated in the study. Results showed that mothers could develop social stories and video images with 100% accuracy and implement them with high treatment integrity. Results also showed that both interventions were effective in teaching social skills to children with ASD, and both mothers and children could maintain and generalize their acquired skills; video modeling was more efficient for two children and social stories were more efficient for one child. Finally, mothers’ opinions about the social validity of both interventions were positive. Future research is needed to support these findings.

scholarly journals Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

2021 ◽  
Vol 12 ◽  
Author(s):  
Delphine Vuattoux ◽  
Deborah Castiglia ◽  
Nadia Chabane
Keyword(s):  
Social Skills ◽  
Social Cognition ◽  
Detrimental Effect ◽  
Current Trend ◽  
Autism Spectrum ◽  
Clinical Settings ◽  
Developmental Phase ◽  
Social Deficits ◽  
Social Skills Groups ◽  
The Social

Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experiences that usually foster the development of friendships. Nevertheless, for youth with ASD, lingering difficulties in social cognition often hinder their ability to generate responses considered socially appropriated. These social deficits can contribute to isolation that has a detrimental effect on mental health. In adulthood, deficits of social skills are strongly associated with an overall lack of support, characterized by a failure to integrate into the labor market, a high unemployment rate, social isolation, and a higher suicide rate. In clinical settings, social skills groups are well-established therapeutic means to improve social cognition and social skills. Nevertheless, these interventions vary greatly regarding their objectives, contents and duration. Moreover, few have been validated and replicated by research. Our aim is to bring certain perspectives to a type of intervention that are widely used in care settings. After reviewing its positive aspects for increasing social cognition, and its limitations, we will discuss strategies to facilitate the generalization of social skills in an ecological context. In particular, we will base our reflection on our clinical experience and on our current project to adapt the PEERS model for adolescents into French. We will consider the current trend of involving parents as “social coaches” to generalize the social knowledge acquired in the social skills groups.

Sign in / Sign up

Export Citation Format

Share Document