AshleyMellorCEP843

Ar#clesReviewed  1‐SocialStoriesandCueCards

  2‐PeerMediatedInstructionIntervention(PMII)

  3‐PECSImprovision

SocialStoriesandCueCards  Backgroundinformation

  Studydoneonan11‐year‐oldboywithASD  increaseuseofverbalsocialgreetings  usingsocialstoriesandcuecards

  Thestudyisbasedonsocialstoriesandwasdonetoseeifaskillis“learned”whenthestoryisremovedorisavisualreminderisnecessary

  Researchpurpose  Toseeifskillstaughtthroughsocialstoriesarestillpresentoncethestoryisremoved

SocialStoriesandCueCards(con#nued…)  Intervention

  Readingasocialstorytotheboytoteachaskill  Removingthesocialstory  Replacingthestorywithacuecardvisualreminderofthestory

  Findings/results  Baselinetakenofverbalgreetingswithoutasocialstory  Whenthesocialstorywasreadtheverbalgreetingsincreased  Whenthesocialstorywasnolongerreadthegreetingsdecreased  Whenacuecardasareminderwasgivenafteraperiodofreadingthesocialstoryagaintheverbalgreetingsremainedwithonlythepresenceofthecuecard

PeerMedia#onInstruc#onInterven#on

  Backgroundinformation  donetoincreasethequalityandquantityofsocialinteractionsofstudentswithASD

  tosystematicallyteachthetypicallydevelopingpeersHOWtointeractwithstudentswithASD

  toincreasetheopportunitiesforstudentswithASDtopracticesocialskills

  Researchpurpose  Toincreasethequantityandqualityofsocialinteractions  Simplybeinginaroomwithtypicallydevelopingpeersdoesnotteachsocialskills

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

PeerMedia#onInstruc#onInterven#on(con#nued…)  Findings/results

  WhentypicallydevelopingpeersweretaughthowtointeractandtoinitiateinteractionswithstudentswithASD  Interactionsincreased  Lengthofinteractionsincreased  SocialskillsofstudentswithASDincreased

  PMIIalsoincreasedtheunderstandingoftypicallydevelopingpeersoftheirpeerswithASD  Learnedtoworkwithandtoleratedifferencesofothers  LearnedaboutASD  Gainedconfidenceandprideinthemselvesforbeingabletowork

withthosewithASD

PECSImprovisionInterven#on  Backgroundinformation

  2childrenand2motherswerechosenforthisstudy  BothchildpreviouslyusedPECS  Mothersweretrainedintensivelytobetheonesdoingthisinterventionwiththeirchildren

  Researchpurpose  Teachchildrentorequestobjectsbasedoncolor,shape,andfunction

  Example:gramcracker  color:tan  shape:square  function:eat

  ThismakescommunicationthroughPECSmoreaccessible

PECSImprovisionInterven#on  Intervention

  Childrenweretaughtbytheirmotherstosystematicallytousecolortorequestanobject

  Thentousetheshape  Thentousethefunction  ThiseventuallytooktheplaceofspecificcardsinthePECSsystem

  Findings/results  Childrenwereabletosuccessfullyrequestobjectsusingcolor,shape,andfunctioncardsinthePECSsystem

  ThisallowsforchildrentorequestobjectsevenifthespecificPECScardisnotavailable

Ar#cleSynthesis  Similarities

  Theseresearcharticlesaresimilarbecausetheyarebasedonresearchdoneonsmallnumbersofindividuals

  Theyallhavesocialandcommunicationgoalsinmind  Theyareallinterventionsthatcanbeusedinschoolsystems

  Theyareallresearchbaseduponacommoninterventions

  Tweakingittoimprovetheintervention

Ar#cleSynthesis Differences

  Eachstudyhadadifferentgoal  Eachstudytraineddifferentpopulation

  SocialStories‐studentwithASD  PMII‐typicaldevelopingpeers  PECSimprovision‐firsttrainedparentstotrainchildren

  Eachhadadifferentgoal  SocialStories‐improvingskillretention  PMII‐increasingopportunitiesforsocialinteractions  PECSimprovision‐increasingabilitytousePECSmorefreely

ImpactontheField  SocialStoriesandCueCards

  studentswithASDoncetheyshowbehaviorsmaybeabletousesimplyvisualreminderstorememberaskill

  thiscanreducetheamountofsocialstorieseachchildneedseachday

  canincreasetheskillstaughtthroughaddingmorestories  PMII

  TeachingtypicallydevelopingpeersisjustasimportantasteachingstudentswithASD

  HelpsnotonlychildwithASDbuttypicallydevelopingpeersinunderstandingASD(thisultimatelyimprovessocietiesviews)

ImpactontheField(con#nued) PECSimprovision

  ThiscanreducetheamountofpicturesneededforchildrentoeffectivelyusethePECSsystem

  ThisalsomakesitmoreaccessibleforchildrenwithASDtousePECSifthespecificpictureisnotavailable

  ThiscanincreasetheopportunitiesforsuccesswiththePECSsystemisusedaloneorinadditiontothetraditionalPECSsystem

ImpactonmyProfessionalCareer  SocialstoriesareeffectiveinteachingstudentswithASDaskill  Becarefulnottoassumethatonetheskillorbehaviorisbeingshownthatyoucanremovethestoryaltogether

 Usingacuecardasaremindermayhelpsoyoucaneliminateastoryanduseasimplecueandaddanewstory

  Iwanttotrytodothiswithastudentinmyclasswhousessocialstoriestoreducethetimehespendsreadingeachstoryeachday

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

ImpactonmyProfessionalCareer PECSimprovision

  Iusepicturevisualcardsinmyclassroommorefordirections

  IamnowmorecomfortableknowingthatifIwastousePECSinmyclassroomthattherewouldpotentiallybeawaytoreachstudentstoimproviseifcardsarenotavailable

  Thisallowsforcommunicationtostilloccurevenifapicturespecificallydoesnot

Conclusion Eachoftheseinterventionsareusingknowninterventionmethodsandtryingtoseeiftheycanbechangedslightlytoimprovetheireffectiveness

  IthinktheseresearcharticlesshowthedirectionthatresearchinASDisgoing.

 Asmoreinformationcomesandmoreinterventionsareavailabletherearealwaysthoseouttheretryingtomakethemevenbetterandevenmoresuccessful!

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