Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders

Autor/inn/en	Zimmerman, Kathleen N.; Ledford, Jennifer R.; Gagnon, Kari L.; Martin, Jessica L.
Titel	Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders
Quelle	In: Behavioral Disorders, 45 (2020) 4, S.207-223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zimmerman, Kathleen N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919874050
Schlagwörter	Interpersonal Competence; Story Telling; Students with Disabilities; At Risk Students; Intervention; Visual Stimuli; Student Participation; Behavior Disorders; Emotional Disturbances; Inclusion; Elementary School Students; Early Childhood Education; Kindergarten; Grade 1; Preschool Children; Program Effectiveness; Social Skills Improvement System Rating Scales; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gefühlsstörung; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students' levels of engagement during targeted activities; visual supports resulted in increases in students' engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01