Social Stories

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old Caucasian boy who had a teaching assistant assigned to accompany throughout the school day. The participants received training sessions one to four times per-week that were conducted in private rooms for 10 to 20 minutes in the morning before class at each participant’s school. The participants only read Social Stories that only pertained to their individual targeted behaviors for intervention. The stories used had no pictures, only large text on white paper. The participants were read one story per

In addition, this case allows for readers to see how psychosocial treatment programs can be modified to account for social and behavioral deficits associated with autism. The downside to this case study, like all case studies, is the lack of generalization. As a single case study, it is important to note that Jerry’s initial presentation and subsequent treatment response cannot be generalized to all youth with ASD and comorbid anxiety. It is possible that Jerry and his family presented factors contributing to successful treatment that other families do not

Results revealed a significant difference between the intervention and control group on social skill behaviors. Specifically, participants who received the intervention S.S.GRIN-HFA significantly outperformed the control group on skills related to awareness, cognition, communication, motivation, and mannerisms Davis et al. (2011). Results also revealed no differences between groups on measures related to self-efficacy and feelings of loneliness. Children with high functioning Autism can develop greater social skill development if they are taught social skills using a broad based approach to social skills training. S.S.GRIN-HFA offers professionals teaching social skills numerous advantages of generic social skill training programs in that it promotes generalization through community exercises and actively engages parents while proving focused social skill training to the participants.

Researchers have focused on studies evaluating the usefulness of various autism intervention models to improve intervention with individuals on the autism spectrum. Newer models aiming to teach these individuals various communication skills have emerged, but the lack of experimentation has researchers questioning their overall effectiveness. A large percentage of individuals along the autism spectrum have difficulties with various communication skills and require intervention to address these sociable differences. Social stories, a recent intervention model, has become a popular method of

An external and internal environmental examination is an essential element for an establishment pursuing its objectives. This document represents a comprehensive external environment and internal competitive, environmental scan for JetBlue Airways; whereas, he material prepared categorizes and examines the most significant external environmental influence in the remote, industry, and exterior operational environments.

In the article, “Treating Clients with Asperger’s Syndrome and Autism”, Woods et al. discusses a recent discovery for individuals with Asperger’s syndrome called, “socio-dramatic affective-relational intervention’ (SDARI), a six-week program that utilizes a performance-based social skills curriculum” (Woods et al. 3). The SDARI program involves dramatic training activities to correct the affected individual’s way of understanding communication (Woods et al. 3). Cognitive Behaviour Therapy (CBT) is a treatment which allows the individual to recognize emotions and reduces mood disorders (Attwood 183). Furthermore, Psychoanalytic therapy is a therapeutic modality that endeavours to help affected individuals to understand their mind and develop social communication (Cohler and Weiner 218-219). Therefore, the manifestation of treatments for individuals with Asperger’s syndrome reinforce/s appropriate communication to interact socially which affects a paramount aspect of

Using social stories has proven to be a successful intervention for improving behavior and communication across environments for children with autism. Information for assessing and identifying target behaviors for social story interventions comes from information found in teacher and parent interviews, direct observations of student behaviors, and data collection. This information is then used to create the social story with specific steps and skills needed in obtaining the target behaviors. All participants in the presented journal reviews showed considerable improvements in participant’s target behaviors with the use of social stories. There was only one instance of a child not improving after the social story intervention was implemented.

The research identified that there are very few studies that address social storiesTM for young adults with autism disorders. (Karayazi et. al, 2001, p.126) As a result of that discovery, the researcher studied the effects of using social stories with a young woman with Autism Spectrum Disorder to increase pro-social behavior: nose- cleaning and appropriate greetings. (Karayazi et. al, 2001, pg. 126) Social stories are illustrations that encourages pro-social behavior to individual with Autism Spectrum Disorder. Previous studies examined the use of social stories to increase verbal communication in ASD children; increasing pro-social and reducing disruptive behaviors in ASD children; decreasing disruptive behaviors by using multiple-baseline across participant design (Ozedmir, 2008); and, decreasing anti-social behavior in adolescents. The research hopes to find a positive correlation between social stories and increasing pro-social behavior in young adults.

It is a somewhat unspoken agreement that people all have, and breaking this agreement is frowned upon. The bathroom is a very unsocial place. You go do your business and then leave, it is very simple. The social norm that I broke was talking to someone in the stall next to me, and continuing to have a conversation even when it was clear they did not want to have one.

The goal of therapy is to replace a client's problem-saturated narrative through the construction of a new preferred story (Shapiro & Ross, 2002). Furthermore, preferred stories are developed by finding and discussing positive moments and exceptions (Shapiro & Ross, 2002). Narrative therapy can be distinguished as either Collaborative Language Systems (CLS), otherwise known as conversational elaboration, or as narrative deconstruction (Buckman et al., 2008). Conversational elaboration is creating space and opportunity for a client to move from a stuck monologue to a dialogue with new themes and narratives by inviting clients to consider different perspectives (Buckman et al., 2008). Alternatively, narrative deconstruction emphasizes the client's power in therapy.

These interventions can include social stories, peer-mediated strategies, and cognitive behavioral training, among a few others. A growing body of literature has reported the growth and success of peer-mediated programs, to increase the social interactions of children with autism. One study has taught peers to use different strategies to increase the participation of autistic children in different play activities. The peer training included scripts and role-playing of establishing attention, commenting on activities, acknowledging their partner's communication such as requesting information, action or attention, responding, and nonverbal social behaviors (Kamps 1997). During play sessions, the adult prompted peers to use the strategies, and praised peers and target students for interactions, resulting in improved interaction for four of five students with autism (Kamps 1997). Others have focused on the behaviors of the target children towards peers including social skills, peer modeling, and tutoring programs. Visual cuing systems have also shown positive increases in social and communicative behaviors including script-fading procedures, communication books and activity schedules, and written cue cards. (Licciardello 2008) has identified three approaches to social skills training. One group of procedures includes arranging interpersonal situations to encourage peer interactions, such as peer-buddy dyads, integrated playgroups, and peer tutoring sessions. Another intervention approach would include having peers increase their social initiations towards the child with autism, facilitating interaction by building school-based peer networks, and implementing response training. Finally, prompting children with autism to initiate social interactions with peers has been effectively

Autism spectrum disorder (ASD) may be portrayed toward critical impairments in social interaction. It also includes restricted repeated behaviors, interests and activities. (Mayo Clinic staff, 2014)

One of the many prevalent themes in Apocalyptic Science Fiction is the ongoing presence of science vs. religion. The debate between the two has been studied among society for many years. Though I would argue that this was not always the case. The debate between science and religion began to take place once society began to advance. Moreover when the separation of church and state was accepted. This paper will critically analyse the relationship of science vs. religion. Furthermore, study the presence of this relationship in the following examples; Planet of the Apes, The Machine Stops, and I am Legend.

I have experienced and learned many things about electronics since I was 12. My father taught me many things about electronic devices. When I was young, before the age of 12, I enjoyed observing my father as he worked on damaged electronic devices. As I got older, my curiosity became immense and I started to ask many questions.