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AshleyMellorCEP843
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Ar#clesReviewed 1‐SocialStoriesandCueCards
2‐PeerMediatedInstructionIntervention(PMII)
3‐PECSImprovision
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SocialStoriesandCueCards Backgroundinformation
Studydoneonan11‐year‐oldboywithASD increaseuseofverbalsocialgreetings usingsocialstoriesandcuecards
Thestudyisbasedonsocialstoriesandwasdonetoseeifaskillis“learned”whenthestoryisremovedorisavisualreminderisnecessary
Researchpurpose Toseeifskillstaughtthroughsocialstoriesarestillpresentoncethestoryisremoved
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SocialStoriesandCueCards(con#nued…) Intervention
Readingasocialstorytotheboytoteachaskill Removingthesocialstory Replacingthestorywithacuecardvisualreminderofthestory
Findings/results Baselinetakenofverbalgreetingswithoutasocialstory Whenthesocialstorywasreadtheverbalgreetingsincreased Whenthesocialstorywasnolongerreadthegreetingsdecreased Whenacuecardasareminderwasgivenafteraperiodofreadingthesocialstoryagaintheverbalgreetingsremainedwithonlythepresenceofthecuecard
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PeerMedia#onInstruc#onInterven#on
Backgroundinformation donetoincreasethequalityandquantityofsocialinteractionsofstudentswithASD
tosystematicallyteachthetypicallydevelopingpeersHOWtointeractwithstudentswithASD
toincreasetheopportunitiesforstudentswithASDtopracticesocialskills
Researchpurpose Toincreasethequantityandqualityofsocialinteractions Simplybeinginaroomwithtypicallydevelopingpeersdoesnotteachsocialskills
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PeerMedia#onInstruc#onInterven#on(con#nued…) Intervention
TypicallydevelopingpeersaretrainednotthestudentswithASD Theyaretrainedinsteps…
strategicallychoosefourtofivepeers childrenwithgoodsocialskills abilitytolistentoadultdirections abilitytofocusonanactivityfor10minutes studentsthataregenerallylikedbytheirpeers.
trainthepeersinvolved teachingthepeersaboutindividualdifferences teachingthepeersaboutthechildwithASDtheywillbeinteractingwith teachingthepeersstep‐by‐stepstrategiestoinitiateandinteractwiththechildwith
ASD thetrainedpeerstointeractinaspecificactivitywiththechildwithASDforashort,15‐
minuteperiodoftime playingwithapreferredtoyforthechildwithASD,apretendplaycenter,oranyother
activitysetupthatwillpromotesocialinteractions. trytohavetheseactivitiesmorethanonetimethroughouttheday
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PeerMedia#onInstruc#onInterven#on(con#nued…) Findings/results
WhentypicallydevelopingpeersweretaughthowtointeractandtoinitiateinteractionswithstudentswithASD Interactionsincreased Lengthofinteractionsincreased SocialskillsofstudentswithASDincreased
PMIIalsoincreasedtheunderstandingoftypicallydevelopingpeersoftheirpeerswithASD Learnedtoworkwithandtoleratedifferencesofothers LearnedaboutASD Gainedconfidenceandprideinthemselvesforbeingabletowork
withthosewithASD
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PECSImprovisionInterven#on Backgroundinformation
2childrenand2motherswerechosenforthisstudy BothchildpreviouslyusedPECS Mothersweretrainedintensivelytobetheonesdoingthisinterventionwiththeirchildren
Researchpurpose Teachchildrentorequestobjectsbasedoncolor,shape,andfunction
Example:gramcracker color:tan shape:square function:eat
ThismakescommunicationthroughPECSmoreaccessible
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PECSImprovisionInterven#on Intervention
Childrenweretaughtbytheirmotherstosystematicallytousecolortorequestanobject
Thentousetheshape Thentousethefunction ThiseventuallytooktheplaceofspecificcardsinthePECSsystem
Findings/results Childrenwereabletosuccessfullyrequestobjectsusingcolor,shape,andfunctioncardsinthePECSsystem
ThisallowsforchildrentorequestobjectsevenifthespecificPECScardisnotavailable
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Ar#cleSynthesis Similarities
Theseresearcharticlesaresimilarbecausetheyarebasedonresearchdoneonsmallnumbersofindividuals
Theyallhavesocialandcommunicationgoalsinmind Theyareallinterventionsthatcanbeusedinschoolsystems
Theyareallresearchbaseduponacommoninterventions
Tweakingittoimprovetheintervention
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Ar#cleSynthesis Differences
Eachstudyhadadifferentgoal Eachstudytraineddifferentpopulation
SocialStories‐studentwithASD PMII‐typicaldevelopingpeers PECSimprovision‐firsttrainedparentstotrainchildren
Eachhadadifferentgoal SocialStories‐improvingskillretention PMII‐increasingopportunitiesforsocialinteractions PECSimprovision‐increasingabilitytousePECSmorefreely
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ImpactontheField SocialStoriesandCueCards
studentswithASDoncetheyshowbehaviorsmaybeabletousesimplyvisualreminderstorememberaskill
thiscanreducetheamountofsocialstorieseachchildneedseachday
canincreasetheskillstaughtthroughaddingmorestories PMII
TeachingtypicallydevelopingpeersisjustasimportantasteachingstudentswithASD
HelpsnotonlychildwithASDbuttypicallydevelopingpeersinunderstandingASD(thisultimatelyimprovessocietiesviews)
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ImpactontheField(con#nued) PECSimprovision
ThiscanreducetheamountofpicturesneededforchildrentoeffectivelyusethePECSsystem
ThisalsomakesitmoreaccessibleforchildrenwithASDtousePECSifthespecificpictureisnotavailable
ThiscanincreasetheopportunitiesforsuccesswiththePECSsystemisusedaloneorinadditiontothetraditionalPECSsystem
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ImpactonmyProfessionalCareer SocialstoriesareeffectiveinteachingstudentswithASDaskill Becarefulnottoassumethatonetheskillorbehaviorisbeingshownthatyoucanremovethestoryaltogether
Usingacuecardasaremindermayhelpsoyoucaneliminateastoryanduseasimplecueandaddanewstory
Iwanttotrytodothiswithastudentinmyclasswhousessocialstoriestoreducethetimehespendsreadingeachstoryeachday
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ImpactonmyProfessionalCareer PeerMediatedInstructionInterventionsareeffectivewaystoreachstudents
withASD BeneficialforstudentswithASD,typicallydevelopingpeers,andteachers
involved Ihavestarteda“LINKS”groupinmygeneraleducationclassinwhichwe…
EducatetypicallydevelopingpeersaboutstudentswithASDingeneral Teachthemhowtointeractwiththosestudents(picturecards,students
interests,keywords,otherstrategies) Givetheminformationonhowtoworkwithstudentsandinteractwith
studentswithASDinclassandatrecess Teachthemtobe“modelers”andhelpersforstudentswithASD Thishasgreatlyincreasedtheinteractionsmytypicallydevelopingstudents
havewithstudentswithASD Morecomfortable Moreknowledgeable Moreconfident
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ImpactonmyProfessionalCareer PECSimprovision
Iusepicturevisualcardsinmyclassroommorefordirections
IamnowmorecomfortableknowingthatifIwastousePECSinmyclassroomthattherewouldpotentiallybeawaytoreachstudentstoimproviseifcardsarenotavailable
Thisallowsforcommunicationtostilloccurevenifapicturespecificallydoesnot
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Conclusion Eachoftheseinterventionsareusingknowninterventionmethodsandtryingtoseeiftheycanbechangedslightlytoimprovetheireffectiveness
IthinktheseresearcharticlesshowthedirectionthatresearchinASDisgoing.
Asmoreinformationcomesandmoreinterventionsareavailabletherearealwaysthoseouttheretryingtomakethemevenbetterandevenmoresuccessful!
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ReferenceList Reichow,B.,&Sabornie,E.(2009).Briefreport:increasingverbal
greetinginitiationsforastudentwithautismviaasocialstoryintervention.JournalofAutismandDevelopmentalDisorders,39(12),1740‐1743.doi:10.1007/s10803‐009‐0814‐4
engelhardt‐Wells,K.,Neitvel,J.,&Sperry,L.(2010).Peer‐mediatedinstructionandinterventionstrategiesforstudentswithautismspectrumdisorders.PreventingSchoolFailure,54(4),256‐264.doi:10.1080/10459881003800529
alber‐Morgan,S.,Chaabane,D.,&DeBar,R.(2009).Theeffectsofparent‐implementedPECStrainingonimprovisionofmandsbychildrenwithautism.JournalofAppliedBehaviorAnalysis,42(2),671‐677.doi:10.1901/jaba.2009.42‐671