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Journal of Autism and Developmental Disorders
Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2009

01-02-2009 | Original Paper

Social Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design

Auteurs: Linda M. Quirmbach, Alan J. Lincoln, Monica J. Feinberg-Gizzo, Brooke R. Ingersoll, Siri M. Andrews

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2009

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Abstract

An increasing body of literature has indicated that social stories are an effective way to teach individuals diagnosed with autism appropriate social behavior. This study compared two formats of a social story targeting the improvement of social skills during game play using a pretest posttest repeated measures randomized control group design. A total of 45 children diagnosed with Autism Spectrum Disorder (ASD) ages 7–14 were randomly assigned to standard, directive, or control story conditions. Results demonstrated that the standard and directive story formats were equally as effective in eliciting, generalizing and maintaining the targeted social skills in participants who had prior game play experience and Verbal Comprehension Index (VCI) scores from the WISC-IV intelligence test in the borderline range or above.
vorige artikel Extinction of Over-selected Stimuli Causes Emergence of Under-selected Cues in Higher-functioning Children with Autistic Spectrum Disorders
volgende artikel A Novel 6.14 Mb Duplication of Chromosome 8p21 in a Patient with Autism and Self Mutilation
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Metagegevens
Titel
Social Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design
Auteurs
Linda M. Quirmbach
Alan J. Lincoln
Monica J. Feinberg-Gizzo
Brooke R. Ingersoll
Siri M. Andrews
Publicatiedatum
01-02-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-008-0628-9

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