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Social Stories[trademark] are one of the most commonly-used interventions for children with autism (Green et al., 2006; Hess, Morrier, Heflin, [and] Ivey, 2008; Stahmer, Collings, [and] Palinkas, 2005). While there is a rapidly-growing literature base of Social Stories research, much of the work has focused on student behavior in special education resource settings; the current study examines the use of Social Stories with students in inclusive general education settings. Six students diagnosed with autism spectrum disorders participated and behaviors that occurred in the general education classroom were selected as targets. Pre-service teachers, autism resource teachers, and a paraprofessional were trained to implement the intervention. Social Stories were presented on a personal computer for 5 of 6 participants; the 6th participant's Social Story was presented in a bound book. Participants were observed in their general education classrooms during 30 min data collection sessions. A multiple baseline across participants design was used. For 3 participants, an alternating treatments design was also used, which examined 2 conditions: an Immediate condition in which classroom probes were conducted immediately following Social Stories intervention sessions, and a Delay condition in which a time delay of at least 3.5 hrs was presented between intervention and observation sessions. Results of the Immediate vs. Delay conditions show no conclusive effects of one condition over the other. Overall, results indicate improvements in target behaviors for 5 of 6 participants. Peer comparison data indicate that participants who showed improvement in their behavior performed the target skills at levels comparable to classmates without disabilities. Treatment fidelity data indicate that pre-service teachers were able to accurately implement the intervention over the course of the study. Social validity questionnaires were distributed to in-service and pre-service teachers, who rated the intervention as acceptable and feasible within the classroom setting. Implications for practice and future research directions are discussed.
This book examines current trends and practices in social skills instruction for individuals with autism spectrum disorder (ASD), focusing on empirical support of current practices and for which populations such practices have been most frequently evaluated (e.g., ages, levels of functioning). It details key practices that may be implemented as social skills teaching strategies as well as the theoretical underpinnings of the teaching strategies, relevant empirical support, and a guide to utilization supported by the empirical evaluations. These guides to utilization are a practical tool for implementation of commonly evaluated social skills teaching strategies. In addition, the book describes limitations of social skills teaching and offers recommendations for future research and intervention strategies that may overcome its current limitations. Key topics featured include: Video modeling and social skills training for individuals with ASD. Behavioral skills training for ASD. Peer-mediated teaching of persons with autism. Social narratives of individuals with ASD. Social Skills Teaching for Individuals with Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and all interrelated disciplines.
Social interaction skills are a core area of deficit for individuals with an autism spectrum disorder (ASD) and often limit the opportunities these individuals have to develop meaningful friendships. School is an ideal setting to address these challenges, as there are many peers are available to practice social interaction skills. However, without support, students with an ASD often do not interact with their peers. Therefore, social skills support in schools is important to address the social development of children with ASD. At this time, though, there is a limited amount of support for interventions to address the social challenges of children with ASD in school settings. Currently, it is recommended that social skills interventions be provided in natural settings at school rather than analog settings. However, it is uncertain if natural environment interventions are considered more effective because of the setting they are provided in or the intervention procedures used in these settings. The current study evaluated a social skills intervention using evidence-based naturalistic teaching procedures provided in an analog setting (i.e., special education classroom). Five students with ASD in kindergarten through 2nd grade were identified to participate in this research study. The intervention was implemented daily by special education staff members (two special education teachers and two special education assistants) who received training and ongoing consultation. Additionally, fidelity of implementation of the intervention was measured throughout the study and the social validity of the intervention was measured prior to and following the implementation of the intervention. Results of this study indicate that the intervention was implemented with high fidelity for all five participants (range: 97-100%) and participants showed significant increases in the percent of time they were engaged in social play and/or conversation with peers following the introduction of the intervention (p = .0026). Findings based on visual analysis provide support that naturalistic interventions conducted in an analog setting can produce significant increases in the social behaviors of students; however, these changes did not generalize to natural settings. Social validity data from this study indicates that educators and students who participated in the intervention found the intervention goals to be socially important, the intervention procedures to be feasible and acceptable, and the intervention to be effective.
Autism is a developmental disorder that impacts social skills, communication skills, and behavior. Over the years, many children have been diagnosed with autism. The prevalence of autism spectrum disorder (ASD) has been increasing which calls for necessary evidence-based interventions and supports that need to be in place in the school setting. As the IDEA or Individuals with Disabilities Act (2017) state, students with ASD are required to be educated in the least restrictive environment (LRE) which allows students to have access to general education curriculum including extracurricular activities in the general education setting. However, as research indicates, many general education teachers have expressed concerns, challenges, lack of confidence, and knowledge in teaching students with ASD. Studies regarding inclusive classrooms indicate that general education teachers request professional development sessions, workshops, in-service trainings, and a schoolwide plan in order to support students with ASD in their classrooms. This project presents information pertaining to ASD and one of many evidence-based intervention, Social Story4́Ø, that teachers can build and utilize by following the Social Story4́Ø criteria. Social Stories4́Ø have been an effective intervention tool for support in the general education setting for students with ASD.
Working with children with Autism Spectrum Disorders is an experience unlike any other. Children with Autism Spectrum Disorders are extraordinary and unique in such a profound and positive way. They are gifted, intelligent, creative, and sensitive. Despite their many gifts and talents, a great majority of children with Autism Spectrum Disorders, or ASD, lack the expressive language skills needed to verbalize their distinct talents. Individuals with Autism Spectrum Disorder are concrete thinkers and can excel when information is presented to them in a visual manner. Routine and scripts are also essential educational components. Included within this realm are picture systems and social stories. Social stories provide the individual with ASD a connection to the deficit area by providing a concrete example. Years of experience working with this population has shown the more specific and concrete the example, the better the outcome will be. Stories should be related to common experiences an individual with ASD can relate to because the familiarity of the situation will provide the needed connection to foster learning. Within the learning process of attention, encoding, rehearsal and performance familiarity through connections with newly learned information is paramount. The reason for this is the rigidity in thinking Autism Spectrum Disorders creates. When presented with a new or unfamiliar situation, an exorbitant amount of anxiety is often experienced simply because the new information and/or experience are a break in routine and/or are unfamiliar. This anxiety can result in the illustration of behaviors the non-disabled peer finds strange, thus furthering social isolation and reinforcing the stress and new environment as stressful. In order to break this cycle of stress-> repetitive/ritualistic odd behavior -> reinforcer, it is imperative social skills interventions transpire. Social stories geared toward common experiences and shared problems that the population of individuals with ASD is presently experiencing. Each chapter contains a topic relatable to students with ASD in secondary education, primarily middle school. Each chapter contains activities students can use to describe their problems and/or experiences, illustrate their understanding of the concept, and rehearse newly learned information. Answer keys are provided at the end of the book. Answers to the individual questions will vary. The answer key should be used as a guide for instruction. Once each child is able to identify the antecedent (what caused the behavior or problem), they will be able to learn and apply replacement behaviors deemed more socially acceptable, thus increasing social aptitude.
An update to Social Skills for School and Community, this timely new edition places a greater focus on teaching social skills in inclusive settings by creating learning opportunities in general education environments. The book contains 50 strategies for individual and small group instruction with follow-up strategies for facilitating maintenance and generalization. The strategies and lessons included in this manual are designed to address the needs of students who fall into the mild and moderate end of the spectrum of students with ASD and other developmental disabilities. The strategies encompassed in teaching students with ASD have wide-ranging value in addressing the social skills needs of students with other disabilities and those who are at-risk. The book contains an accompanying CD containing printable copies of assessment and evaluation checklists, homework forms, comic strips, photographs, and story sequences for teaching and reinforcing social skills. Additional resources include expression pictures and a file related to data collection and progress monitoring.
An update to Social Skills for School and Community, this timely new edition places a greater focus on teaching social skills in inclusive settings by creating learning opportunities in general education environments. The book contains 50 strategies for individual and small group instruction with follow-up strategies for facilitating maintenance and generalization. The strategies and lessons included in this manual are designed to address the needs of students who fall into the mild and moderate end of the spectrum of students with ASD and other developmental disabilities. The strategies encompassed in teaching students with ASD have wide-ranging value in addressing the social skills needs of students with other disabilities and those who are at-risk. The book contains an accompanying CD containing printable copies of assessment and evaluation checklists, homework forms, comic strips, photographs, and story sequences for teaching and reinforcing social skills. Additional resources include expression pictures and a file related to data collection and progress monitoring.
This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks.
"Classroom Pivotal Response Teaching, or CPRT, was developed to help meet the educational needs of young children with autism. CPRT (originally called Pivotal Response Training or Treatment) is a form of naturalistic behavioral intervention, based on theprinciples of applied behavior analysis (ABA), and is soundly supported in the scientific literature. This manual will describe the components of CPRT and how to implement the approach in your classroom. Although this manual is geared primarily toward preschool through grade 3 teachers, CPRT strategies can be used by a variety of professionals. Speech and language pathologists, occupational therapists, behavior specialists, psychologists and other teaching professionals may all find CPRT a valuable strategy. Additionally, the techniques in this manual may be useful with typically developing children and those with a variety of special needs. Most children can benefit from this structured, systematic approach that utilizes naturally occurring teaching opportunities. One of the strengths of this approach is that it is adaptable to a wide range of teaching goals and service settings. All who teach are encouraged to integrate CPRT into their existing strategies as often as possible"--Provided by publisher.
Research has suggested that youth with severe developmental disabilities (with and without ASD) benefit both academically and socially from inclusive school environments. The primary service delivery approach used for supporting the social, academic, and extracurricular experiences of adolescent students with significant developmental disabilities is individually assigned, one-to-one paraprofessionals and special educators. While this approach can serve an important auxiliary role in supporting these students' experiences, there is a stark absence of empirical evidence for this approach. Peer-mediated interventions have emerged as a promising alternative to one-to-one adult-delivered support models for improving academic and social outcomes for students with severe developmental disabilities. Research is needed that explores and describes the occurrences of social communication behaviors (SCB) that adolescents with severe disabilities exhibit and how their outcomes are influenced by peer-mediated interventions. The present study used data from a randomized control trial (RCT) to systematically: (1) explore and identify SCB occurrences among high school students with significant developmental disabilities with and without ASD; (2) explore and identify the SCB occurrences among high school typically developing students; (3) compare and contrast the SCB occurrences of both groups in relation to different student variables; and (4) investigate the quality of social interactions between typically developing high school students and high school students with DD before and after the implementation of peer-mediated interventions. Study data used direct observation event recording software and narrative recording. Results indicated statistical and clinical support for the peer support condition as compared to other treatment conditions in promoting various types of SCB among students with severe developmental disabilities, specifically those with ASD. A student's disability severity was found to modulate the occurrences general initiations exhibited by them. Little change was detected in social interaction quality attributes among disability groups between treatment conditions. Findings have positive implications for increasing SCB among students with DD who present with ASD. Findings have implications for assessing SCB and increasing social interactions and engagement among adolescents with severe developmental disabilities, specifically ASD, in general education settings.