The Use of Social Stories to Reduce Precursors to Tantrum Behavior in a Student with Autism

Kuttler, Shari; Myles, Brenda Smith; Carlson, Judith K.

doi:10.1177/108835769801300306

Cited by 115 publications

(97 citation statements)

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“…The literature and data indicate children with ASDs are predominantly visual learners (Kuttler et al, 1998;Grandin, 2006) and ICT can support the Social Story TM approach by including visual information to enhance meaning. An analysis of interviews and responses suggested that four out of seven carers believed social stories incorporating animation were best suited to the learning style of the children as the interactive features of animated characters could hold a child"s attention and were 'attractive and interesting' (Parent 6).…”

Section: [Figure 8]mentioning

confidence: 99%

“…Visual cues (Kuttler et al, 1998;Grandin, 2006) and sound effects (Grandin, 2006;Attwood, 2007) are used to highlight important details as for instance in the activity Calling 9-9-9.…”

Section: [Figure 4]mentioning

confidence: 99%

“…Thus, unlike existing commercial social skills packages (Smith, 2003), social skills tools should be flexible and adaptable to cater for the idiosyncratic and individual nature of each child"s difficulties. For instance, children with ASDs generally have a visual learning style (Kuttler et al, 1998;Grandin, 2006) and display good visuo-spatial skills that do not involve language (Wing, 2002). Furthermore, a wide range of intellectual ability among children on the autistic spectrum exists.…”

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Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Doyle

Arnedillo-Sánchez

2011

Computers & Education

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This paper describes a framework which was developed for carers (teachers and parents) to help them create personalised social stories for children with autistic spectrum disorders (ASDs). It explores the social challenges experienced by individuals with ASDs and outlines an intervention aimed at revealing the hidden code that underpins social interactions to them. It focuses on how technology can facilitate the implementation of this intervention by utilising multimedia-authoring tools. Findings from a case study, involving seven carers over a five-month period, are encouraging revealing that the participants quickly learned the basics of the intervention and either adapted or created social stories. They found the framework easy to use and sufficiently flexible to cater for children with social interaction, communication and behaviour problems.Keywords: authoring tools and methods, media in education, teaching/learning strategies. IntroductionDue to their social-cognitive learning disabilities individuals with ASDs are unable to develop social skills and interpret the social nuances of those around them. The foregoing brings deep and lifelong challenges that impact their lives in multiple ways. For instance, when these children are not able to read social cues, their personal safety and decision making can be at risk (Smith Myles et al, 2004). Consequently, children with ASDs need to be taught particular skill sets to survive in ways that cater for their learning difficulties and perception of the world (Jordan & Powell, 1995).Rather than merely diagnosing the condition by identifying clusters of behaviours (Smith, 2003), current approaches attempt to understand the thinking and emotional processes that underlie the way in which children with autism perceive the world and behave. Several prominent models of autism such as: triad of impairments (an absence of social interaction, communication and development of imagination) (Wing & Gould, 1979); theory of mind (Happé & Frith, 1994;Baron-Cohen, 2000); central coherence (Frith, 1989); executive function (Ozonoff et al, 2005); joint attention (Bigelow et al, 2004;Dawson et al, 2004;Mundy & Burnette, 2005); and personal autobiographical memory (Jordan & Powell, 1995) underpin the conceptual framework of the present research.An intervention to teach social skills to children with ASDs should recognise individual differences and be informed on sound principles. Thus, unlike existing commercial social skills packages (Smith, 2003), social skills tools should be flexible and adaptable to cater for the idiosyncratic and individual nature of each child"s difficulties. For instance, children with ASDs generally have a visual learning style (Kuttler et al, 1998;Grandin, 2006) and display good visuo-spatial skills that do not involve language (Wing, 2002). Furthermore, a wide range of intellectual ability among children on the autistic spectrum exists. According to Baron-Cohen (2008) up to twenty-five per cent of M A N U S C R I P T 1 2 3 4 5 6 7 8 9 10 11...

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Section: [Figure 8]mentioning

confidence: 99%

“…Visual cues (Kuttler et al, 1998;Grandin, 2006) and sound effects (Grandin, 2006;Attwood, 2007) are used to highlight important details as for instance in the activity Calling 9-9-9.…”

Section: [Figure 4]mentioning

confidence: 99%

mentioning

confidence: 99%

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Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Doyle

Arnedillo-Sánchez

2011

Computers & Education

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“…Los autores informan de los resultados positivos para la enseñanza de nuevas habilidades y la disminución de conductas disruptivas (Swaggart et al, 1995); sin embargo, con esta intervención no podemos saber sólo el impacto relativo de las historias sociales (Gray, 1998). En el mismo área de trabajo conductual, Kuttler, Myles y Carlson (1998) obtuvieron buenos resultados a propósito del efecto de las historias sociales en reducir los precursores de las rabietas de un niño con autismo de 12 años. Incluso se han trabajado con éxito historias sociales a partir de un formato multimedia con 3 niños con autismo con una edad de educación elementaria para el aprendizaje de nuevas conductas (para una revisión, ver Bakken y Bock, 2001).…”

Section: Sistemas Visualesunclassified

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

Gutiérrez¹,

Parra²

2008

RPPC

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Resumen: El objetivo de este artículo es presentar una revisión de los estudios e investigaciones sobre los programas de intervención en el ámbito de la comunicación social y más específicamen-te en el área pragmática en el colectivo de personas con trastornos del espectro autista de nivel alto de funcionamiento cognoscitivo (síndrome de Asperger y autismo de nivel alto). Se analizan algunas propuestas en el área social como los centros de ocio planificado, el trabajo con grupos de iguales, los métodos visuales, las agendas, las «historias sociales» y las «conversaciones en forma de historieta», así como otras propuestas centradas específicamente en los aspectos funcionales y pragmáticos de la comunicación. Se revisan los métodos utilizados y los resultados más significativos obtenidos. Finalmente, se resumen las principales conclusiones de las intervenciones realizadas en el ámbito de la comunicación y relación social.Palabras clave: Trastornos del espectro autista, síndrome de Asperger, relación social, comunicación, habilidades pragmáticas, programas de intervención. Socio-communicative interventions in high functioning autistic spectrum disordersAbstract: The aim of this paper is to present a review of the studies and investigations regarding the programs of interventions in the area of social communication and more specifically in the pragmatic area of people with autistic spectrum disorders (Asperger's syndrome and high functioning autism). Some proposals are analyzed in the social area such as planned leisure centers, working with peer groups, visual methods, agendas, «social stories» and «comic strip conversations», as well as other proposals centered specifically on the functional and pragmatic aspects of communication. The methodology and the most significant results are reviewed. Finally, the principle conclusions of the programs of intervention realized in the area of communication and social relationships are summarized.

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“…A study by Kuttler et al (1998) showed a decrease in inappropriate behavior of students who tend to drop onto the floor, namely the behavior of rampage when social story intervention was performed. Similarly they did the same thing even when the intervention was withdrawn.…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

Surat¹,

Sadali²,

Rahman³

et al. 2016

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This research was conducted to minimize the disruptive behavior among the students with learning disability in a special education classroom. Four samples consisting of students with Autism, ADHD, multiple disabilities, Autism-ADHD, and Slow Learner were chosen as research subjects. Selection of the samples was made based on the observation and document analysis. The research methodology is based on the action research model by Lewin (1946) and Laidlaw (1992). CeSo is an abbreviation from the phrase of ceritasosial which refers to social stories in English. The social stories used in this research is entitled Giliran Saya (My turn). The implementation of social story was aided by prompts (microphone) and the elimination of prompts in the intervention. Participants of the study consisted of four students of the schools in the Klang Valley, Malaysia, comprising of students with learning disabilities Autism/ADHD, Autism, ADHD and Slow Learner, aged between 10 -13 years old. Data were collected using field notes, time sampling record and an interview protocol. The data were analyzed quantitatively and qualitatively using percentage, descriptive and narrative forms. Based on the results, there were reductions in non-turn-taking behavior on all the research subjects. Subjects were able to adapt the turn-taking skills and in turn showed improvement in turn-taking skills. There was also a significant improvement in class control. Through the implementation of CeSo intervention, students were able to understand the situation they faced in a positive manner. This approach is a form of teaching innovations that can be used by teachers in inclusive education in controlling discipline during the process of teaching and learning.

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The Use of Social Stories to Reduce Precursors to Tantrum Behavior in a Student with Autism

Cited by 115 publications

References 25 publications

Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities

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