Individuals with ASD tend to display social deficits in interaction and communication across multiple contexts, thus displaying a need for evidence-based, effective interventions. Previous studies have suggested that social narratives are a flexible intervention option that can be implemented by a number of different individuals, provided that correct training is given. Additionally, social narratives are a burgeoning intervention that can be delivered in a variety of ways (though much of the current research focuses on what can be described as the traditional method of delivery, printed social narratives with generic images). Furthermore, many researchers have framed their studies to look at social narratives as a skill building intervention rather than an antecedent intervention. Based on the previous research, the use of social narratives has yielded mixed results regarding efficacy with different needs presentations. The present study examines social narratives as an antecedent intervention and looks at the efficiency and impact of social narratives presented via various delivery methods, including written narratives with generic illustrations/pictures, written narratives with personalized illustrations/pictures, and written narratives with personalized illustrations/pictures plus role play of the discussed behavior. Given the unique nature of the study design, it also provides insight into the viability and efficiency of this intervention within a school setting.
|Advisor:||McKenney, Elizabeth L.|
|Commitee:||Everett, Gregory E., Hupp, Stephen D, A.|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 56/04M(E), Masters Abstracts International|
|Subjects:||Social research, Special education, Clinical psychology|
|Keywords:||Autism, Brief experimental analysis, Social narrative|
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