Teaching Elementary-Aged Students with Autism Spectrum Disorder to Give Compliments Using a Social Story Delivered through an iPad Application

Autor/inn/en	Almutlaq, Hajar; Martella, Ronald C.
Titel	Teaching Elementary-Aged Students with Autism Spectrum Disorder to Give Compliments Using a Social Story Delivered through an iPad Application
Quelle	In: International Journal of Special Education, 33 (2018) 2, S.482-492 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Elementary School Students; Autism; Pervasive Developmental Disorders; Rating Scales; Diagnostic Tests; Observation; Interpersonal Relationship; Telecommunications; Handheld Devices; Special Education Teachers; Interpersonal Competence; Regular and Special Education Relationship; Childhood Autism Rating Scale; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Rating-Skala; Diagnostic test; Diagnostischer Test; Beobachtung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Telekommunikationstechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz
Abstract	Young children with Autism Spectrum Disorders (ASD) often experience social and communication skill deficits. The purpose of this study was to evaluate the effectiveness of using a social story delivered through an iPad application to enhance giving compliments in three elementary-aged students with ASD. The social story was modified with written description, pictures, and audio support through the application, which allows for customization to create a story. Results indicated that using a social story delivered through an iPad was associated with gains in the number of steps needed for giving compliments. All of the participants demonstrated generalization of the acquired social skill. Recommendation for further research are provided. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01