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Effect of Social Stories Designed and Presented by Pre-Service Teachers on Social Skills Acquisition of Children with Autism

Year 2022, Volume: 23 Issue: 1, 109 - 132, 01.03.2022
https://doi.org/10.21565/ozelegitimdergisi.779961

Abstract

Introduction: Social stories (SS) are among evidence-based practices that are known to be effective in support of behavioral and educational needs of children with autism spectrum disorder (ASD). It is very important for teachers to present evidence-based practices with high application reliability for children with ASD to reach their target skills. This study aimed to examine the effect of SS that were designed and presented by pre-service teachers (PST) on target social skill (sharing toys, saying hello, and forming a line) acquisition, maintenance, and generalization of preschool children with ASD.
Method: The study was conducted with a multiple probe design across dyads, and content analysis was used for the assessment of social validity data obtained in the study. Two different groups participated in the present study. The first group included children with ASD and the second group included PST who attended teaching practice courses.
Results: Study results demonstrated that PST achieved the skill of accurately authoring and applying the SS after the provided training, while children with ASD acquired the target social skills, maintained and generalized these social skills. Social validity data showed that the study was considered positively both by PST and the parents of participating children with ASD.
Discussion: PST wrote social stories correctly and applied with high treatment integrity. Children with ASD quickly acquired, maintained and generalized target social skills. The PST’s writing and implementation of SS with high application reliability is consistent with the research findings in the literature.

References

  • Acar, C., Tekin-Iftar, E., & Yikmis, A. (2016). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226
  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19, 87-94.
  • Aldemir, Ö. (2017). Okulöncesi öğretmenlerince sunulan gömülü öğretimin kaynaştırma öğrencilerinin hedef becerilerini edinmelerindeki etkileri. Unpublished doctoral dissertation. Eskişehir: Anadolu Üniversitesi.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V. Washington DC. USA: American Psychiatric Pub.
  • Balcik, B., & Tekinarslan, I. C. (2012). An investigation of the effect of social stories in teaching of social skills to children with autism. Ankara University, Journal of Faculty of Educational Sciences, 45(1), 165-190. 45(1), 165.
  • Barry, L. M., & Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity using self-monitoring to enhance discrete trial instruction (DTI). Focus on Autism and Other Developmental Disabilities, 23, 95-102.
  • Bernad Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100-106.
  • Billingsley, B. S. (2004). Special education teacher retention and attrition a critical analysis of the research literature. The Journal of Special Education, 38, 39-55.
  • Brock, M. E., & Carter, E. W. (2013). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 20, 1-13.
  • Brownell, M. D. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39, 117-144.
  • Crozier, S., & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814.
  • Dedeoglu, S., Durali, S., & Tanrıverdi-Kis, A. (2004). Özel eğitim bölümü zihin engelliler öğretmenliği anabilim dalı 3. ve 4. sınıf öğrencileri ve mezunlarının kendi bölüm programları, öğretmen yetiştirme ve eğitim fakülteleri ile ilgili düşünce ve önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 47-55.
  • Değirmenci, H. D. (2018). Koçluk içeren ve içermeyen web-tabanlı mesleki gelişim uygulamalarının otizmli öğrencilerle çalışan öğretmenlerin öğretim becerilerini ve öğrencilerinin güvenlik becerilerini edinmeleri açısından karşılaştırılması. Unpublished doctoral dissertation. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü
  • Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Dib, N., & Sturmey, P. (2007). Reducing student stereotypy by improving teachers' implementation of discrete‐trial teaching. Journal of Applied Behavior Analysis, 40, 339-343.
  • Diken, I. H., Ardıç, A. & Diken, O. (2011). GILLIAM Otistik Bozukluk Derecelendirme Ölçeği-2-Türkçe Versiyonu (GOBDÖ-2-TV): Kullanım Klavuzu (Gilliam Autistic Disorders Rating Scale-2 Turkish Version). Ankara : Maya Akademi.
  • Dixon, D. R., Tarbox, J., & Najdowski, A. (2009). Social skills in Autism Spectrum Disorders. In J. C. Matson (Ed.), Social behavior and skills in children, (pp. 117-140). New York. USA: Springer Science Business Media LLC.
  • Ergenekon, Y., Ozen, A., & Batu, E. S. (2008). Zihin engelliler öğretmenliği adaylarının öğretmenlik uygulamasına ilişkin görüş ve önerilerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 8, 857-891.
  • Ergul, C., Baydık, B., & Demir, S. (2013). Opinions of in-service and pre-service special education teachers on the competencies of the undergraduate special education programs. Educational Sciences: Theory and Practice, 13, 518-522.
  • Feinberg, M. (2001). Using social stories to teach specific social skills to individuals diagnosed with autism. Unpublished doctoral dissertation. San Diego, CA: California School of Professional Psychology.
  • Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014) Multiple baseline and multiple probe designs. In Gast, D. L., & Ledford, J. R. (Ed). Single case research methodology: Applications in special education and behavioral sciences (pp. 251-297). New York, USA: Routledge.
  • Greenwood, C. R. (2001). Introduction to the topical ıssue: Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24, 273-275.
  • Gulec-Aslan, Y., Ozbey, F., Sola-Ozguc, C., & Cihan, H. (2013). Vaka araştırması: Özel eğitim alanında çalışan öğretmenlerin sorunları ve ihtiyaçları. Journal of International Social Research, 7, 639-654.
  • Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95.
  • Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education, 33, 348-361.
  • Kuoch, H., & Mirenda, P. (2003). Social story intervention for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
  • Leaf, J. B., Oppenheim‐Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., & Leaf, R. (2012). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45(2), 281-298.
  • Malmberg, D. B., Charlop, M. H., & Gershfeld, S. J. (2015). A two-experiment treatment comparison study: Teaching social skills to children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, 375-392.
  • Mancil, G. R., Haydon, T. F., & Whitby, P. S. (2009). Differentiated effects of paper and computer-assisted social stories on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24, 205-215.
  • Morrier, M. J., Hess, K. L., & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34, 119-132.
  • National Autism Center. (2015). Findings and conclusions: National standards project. Phase 2. Randolph: Massachusets. Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • Olcay-Gul, S., & Tekin-Iftar, E. (2016). Family-generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51, 67-78.
  • Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with autism spectrum disorders. Remedial and Special Education, 28, 182-189.
  • Sani-Bozkurt, S., & Vuran, S. (2014). An analysis of the use of social stories in teaching social skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice, 14, 1875-1892.
  • Sani-Bozkurt, S., Vuran, S., & Akbulut, Y. (2017). Design and Use of Interactive Social Stories for Children with Autism Spectrum Disorder (ASD). Contemporary Educational Technology, 8(1), 1-25.
  • Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8, 43-57.
  • Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162-178.
  • Schneider, N., & Goldstein, H. (2010) Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 1, 149-160.
  • Süzer, T. (2015). Otizm spektrum bozukluğu olan çocuklara cinsel istismardan korunma becerilerinin öğretiminde sosyal öykü yönteminin etkililiği [Effects of socı̇al storı̇es on teachı̇ng protectı̇ng skı̇lls agaı̇nst sexual abuse to individuals wı̇th autı̇sm spectrum dı̇sorders] (Tez Numarası: 388868) [Yüksek Lisans Tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Tarnai, B., & Wolfe, P. S. (2008). Social stories for sexuality education for persons with autism/ pervasive developmental disorder. Sexuality and Disability, 26, 29-36.
  • Tekin-Iftar, E. (2012). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (1. Basım). Ankara: Türk Psikologlar Derneği Yayınları.
  • Theiman, K. S., & Goldstein, H. (2001). Social stories, written text cues and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
  • Thompson, R. M., & Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy in Pediatrics, 33, 271-284.
  • Turhan, C., & Vuran, S. (2015). The effectiveness and efficiency of social stories and video modelling on teaching social skills to children with autism spectrum disorder. International Journal of Early Childhood Special Education, 7, 294-315.
  • Vuran, S., & Olcay-Gul, S. (2012). Özel eğitim alanında görev yapan eğitimcilerin işbaşında eğitimi: Ayrık denemelerle öğretim formatında eşzamanlı ipucu stratejilerinin kullanımının öğretimi. Kuram ve Uygulamada Eğitim Bilimleri, 12, 2091-2110.
  • Xin, J. F., & Sutman, F. X. (2011). Smart board in teaching social stories to students with autism. Teaching Exceptional Children, 43, 18-24.

Öğretmen Adaylarınca Hazırlanan ve Sunulan Sosyal Öykülerin Otizmli Çocukların Sosyal Becerileri Edinmelerindeki Etkisi

Year 2022, Volume: 23 Issue: 1, 109 - 132, 01.03.2022
https://doi.org/10.21565/ozelegitimdergisi.779961

Abstract

Giriş: Sosyal öyküler, otizm spektrum bozukluğu (OSB) olan çocukların davranışsal ve eğitsel gereksinimlerinin desteklemesinde etkililiği ortaya konmuş kanıt temelli uygulamalardan biridir. Öğretmen ve öğretmen adaylarının kanıt temelli uygulamaları yüksek uygulama güvenirliğiyle sunması OSB olan çocukların hedef becerilere ulaşmalarında oldukça önemlidir. Bu noktada öğretmen adaylarının hazırladığı ve sunduğu sosyal öykülerin okul öncesi OSB olan çocukların hedef sosyal becerileri (oyuncak paylaşma, sıraya girme ve merhaba deme) edinmeleri, uygulama sona erdikten sonra korumaları ve genellemeleri üzerindeki etkisinin incelenmesi amaçlanmıştır.
Yöntem: Araştırma tek-denekli araştırma modellerinden yoklama evreli çiftler arası çoklu yoklama modeliyle gerçekleştirilmiştir. Sosyal geçerlik verilerinin değerlendirilmesinde içerik analizi kullanılmıştır.
Bulgular: Araştırma bulguları öğretmen adaylarının sunulan eğitimin ardından sosyal öyküleri doğru biçimde yazma ve uygulama becerisini edindiğini, OSB olan çocukların da hedef sosyal becerileri edindiklerini, edindikleri sosyal becerileri koruduklarını ve genelleyebildiklerini göstermiştir. Öğretmen adayları ve OSB olan çocukların anne-babalarından elde edilen sosyal geçerlik bulguları çalışmanın olumlu değerlendirildiğini göstermiştir. Tartışma: Öğretmen adayları sosyal öyküleri doğru biçimde yazmış ve yüksek uygulama güvenirlikleriyle uygulamışlardır. OSB olan çocuklar ise hedef sosyal becerileri hızlıca edinmiş, korumuş ve genellemişlerdir. Öğretmen adaylarının sosyal öyküleri yüksek uygulama güvenirliğiyle yazması ve uygulaması alanyazındaki
araştırma bulgularıyla da tutarlılık göstermektedir.

References

  • Acar, C., Tekin-Iftar, E., & Yikmis, A. (2016). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226
  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19, 87-94.
  • Aldemir, Ö. (2017). Okulöncesi öğretmenlerince sunulan gömülü öğretimin kaynaştırma öğrencilerinin hedef becerilerini edinmelerindeki etkileri. Unpublished doctoral dissertation. Eskişehir: Anadolu Üniversitesi.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V. Washington DC. USA: American Psychiatric Pub.
  • Balcik, B., & Tekinarslan, I. C. (2012). An investigation of the effect of social stories in teaching of social skills to children with autism. Ankara University, Journal of Faculty of Educational Sciences, 45(1), 165-190. 45(1), 165.
  • Barry, L. M., & Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity using self-monitoring to enhance discrete trial instruction (DTI). Focus on Autism and Other Developmental Disabilities, 23, 95-102.
  • Bernad Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100-106.
  • Billingsley, B. S. (2004). Special education teacher retention and attrition a critical analysis of the research literature. The Journal of Special Education, 38, 39-55.
  • Brock, M. E., & Carter, E. W. (2013). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 20, 1-13.
  • Brownell, M. D. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39, 117-144.
  • Crozier, S., & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814.
  • Dedeoglu, S., Durali, S., & Tanrıverdi-Kis, A. (2004). Özel eğitim bölümü zihin engelliler öğretmenliği anabilim dalı 3. ve 4. sınıf öğrencileri ve mezunlarının kendi bölüm programları, öğretmen yetiştirme ve eğitim fakülteleri ile ilgili düşünce ve önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 47-55.
  • Değirmenci, H. D. (2018). Koçluk içeren ve içermeyen web-tabanlı mesleki gelişim uygulamalarının otizmli öğrencilerle çalışan öğretmenlerin öğretim becerilerini ve öğrencilerinin güvenlik becerilerini edinmeleri açısından karşılaştırılması. Unpublished doctoral dissertation. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü
  • Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Dib, N., & Sturmey, P. (2007). Reducing student stereotypy by improving teachers' implementation of discrete‐trial teaching. Journal of Applied Behavior Analysis, 40, 339-343.
  • Diken, I. H., Ardıç, A. & Diken, O. (2011). GILLIAM Otistik Bozukluk Derecelendirme Ölçeği-2-Türkçe Versiyonu (GOBDÖ-2-TV): Kullanım Klavuzu (Gilliam Autistic Disorders Rating Scale-2 Turkish Version). Ankara : Maya Akademi.
  • Dixon, D. R., Tarbox, J., & Najdowski, A. (2009). Social skills in Autism Spectrum Disorders. In J. C. Matson (Ed.), Social behavior and skills in children, (pp. 117-140). New York. USA: Springer Science Business Media LLC.
  • Ergenekon, Y., Ozen, A., & Batu, E. S. (2008). Zihin engelliler öğretmenliği adaylarının öğretmenlik uygulamasına ilişkin görüş ve önerilerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 8, 857-891.
  • Ergul, C., Baydık, B., & Demir, S. (2013). Opinions of in-service and pre-service special education teachers on the competencies of the undergraduate special education programs. Educational Sciences: Theory and Practice, 13, 518-522.
  • Feinberg, M. (2001). Using social stories to teach specific social skills to individuals diagnosed with autism. Unpublished doctoral dissertation. San Diego, CA: California School of Professional Psychology.
  • Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014) Multiple baseline and multiple probe designs. In Gast, D. L., & Ledford, J. R. (Ed). Single case research methodology: Applications in special education and behavioral sciences (pp. 251-297). New York, USA: Routledge.
  • Greenwood, C. R. (2001). Introduction to the topical ıssue: Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24, 273-275.
  • Gulec-Aslan, Y., Ozbey, F., Sola-Ozguc, C., & Cihan, H. (2013). Vaka araştırması: Özel eğitim alanında çalışan öğretmenlerin sorunları ve ihtiyaçları. Journal of International Social Research, 7, 639-654.
  • Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95.
  • Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education, 33, 348-361.
  • Kuoch, H., & Mirenda, P. (2003). Social story intervention for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
  • Leaf, J. B., Oppenheim‐Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., & Leaf, R. (2012). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45(2), 281-298.
  • Malmberg, D. B., Charlop, M. H., & Gershfeld, S. J. (2015). A two-experiment treatment comparison study: Teaching social skills to children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, 375-392.
  • Mancil, G. R., Haydon, T. F., & Whitby, P. S. (2009). Differentiated effects of paper and computer-assisted social stories on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24, 205-215.
  • Morrier, M. J., Hess, K. L., & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34, 119-132.
  • National Autism Center. (2015). Findings and conclusions: National standards project. Phase 2. Randolph: Massachusets. Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • Olcay-Gul, S., & Tekin-Iftar, E. (2016). Family-generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51, 67-78.
  • Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with autism spectrum disorders. Remedial and Special Education, 28, 182-189.
  • Sani-Bozkurt, S., & Vuran, S. (2014). An analysis of the use of social stories in teaching social skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice, 14, 1875-1892.
  • Sani-Bozkurt, S., Vuran, S., & Akbulut, Y. (2017). Design and Use of Interactive Social Stories for Children with Autism Spectrum Disorder (ASD). Contemporary Educational Technology, 8(1), 1-25.
  • Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8, 43-57.
  • Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162-178.
  • Schneider, N., & Goldstein, H. (2010) Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 1, 149-160.
  • Süzer, T. (2015). Otizm spektrum bozukluğu olan çocuklara cinsel istismardan korunma becerilerinin öğretiminde sosyal öykü yönteminin etkililiği [Effects of socı̇al storı̇es on teachı̇ng protectı̇ng skı̇lls agaı̇nst sexual abuse to individuals wı̇th autı̇sm spectrum dı̇sorders] (Tez Numarası: 388868) [Yüksek Lisans Tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Tarnai, B., & Wolfe, P. S. (2008). Social stories for sexuality education for persons with autism/ pervasive developmental disorder. Sexuality and Disability, 26, 29-36.
  • Tekin-Iftar, E. (2012). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (1. Basım). Ankara: Türk Psikologlar Derneği Yayınları.
  • Theiman, K. S., & Goldstein, H. (2001). Social stories, written text cues and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
  • Thompson, R. M., & Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy in Pediatrics, 33, 271-284.
  • Turhan, C., & Vuran, S. (2015). The effectiveness and efficiency of social stories and video modelling on teaching social skills to children with autism spectrum disorder. International Journal of Early Childhood Special Education, 7, 294-315.
  • Vuran, S., & Olcay-Gul, S. (2012). Özel eğitim alanında görev yapan eğitimcilerin işbaşında eğitimi: Ayrık denemelerle öğretim formatında eşzamanlı ipucu stratejilerinin kullanımının öğretimi. Kuram ve Uygulamada Eğitim Bilimleri, 12, 2091-2110.
  • Xin, J. F., & Sutman, F. X. (2011). Smart board in teaching social stories to students with autism. Teaching Exceptional Children, 43, 18-24.
There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Dilay Akgün-giray 0000-0002-1597-9229

Yasemin Ergenekon 0000-0003-2443-0884

Publication Date March 1, 2022
Published in Issue Year 2022 Volume: 23 Issue: 1

Cite

APA Akgün-giray, D., & Ergenekon, Y. (2022). Effect of Social Stories Designed and Presented by Pre-Service Teachers on Social Skills Acquisition of Children with Autism. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 109-132. https://doi.org/10.21565/ozelegitimdergisi.779961

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