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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Veröffentlicht in:Journal of autism and developmental disorders Jg. 51; H. 2; S. 514 - 526
Hauptverfasser: Smith, Elizabeth, Constantin, Aurora, Johnson, Hilary, Brosnan, Mark
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.02.2021
Springer
Springer Nature B.V
Schlagworte:
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
Online-Zugang:Volltext
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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0162-3257
1573-3432
1573-3432
DOI:10.1007/s10803-020-04558-5