Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a ‘Real-World’ Context

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 spectru...

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Vydané v:	Journal of autism and developmental disorders Ročník 51; číslo 2; s. 514 - 526
Hlavní autori:	Smith, Elizabeth, Constantin, Aurora, Johnson, Hilary, Brosnan, Mark
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York Springer US 01.02.2021 Springer Springer Nature B.V
Predmet:	Adjustment (to Environment) Adolescent Anxiety Anxiety - psychology Anxiety - therapy Autism Autism Spectrum Disorder - psychology Autism Spectrum Disorder - therapy Autistic children Behavioral Science and Psychology Case Studies Change Child Child and School Psychology Child Development Disorders, Pervasive - psychology Child Development Disorders, Pervasive - therapy Child, Preschool Children Closeness Effect Size Evidence Female Humans Interpersonal Competence Intervention Leisure Activities - psychology Male Medical examination Meta Analysis Neurosciences Objectives Original Paper Outcomes of Treatment Pediatrics Pervasive Developmental Disorders Practice Psychological aspects Psychological Patterns Psychology Public Health Resistance to Change Schools - trends Social Behavior Social Support Special education teachers Summer Programs Surveys and Questionnaires Teacher Surveys Teachers Teachers of disabled children Understanding United Kingdom Real-world setting Autism Social stories Adapting to change
ISSN:	0162-3257, 1573-3432, 1573-3432
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Popis
Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0162-3257 1573-3432 1573-3432
DOI:	10.1007/s10803-020-04558-5