This document summarizes a study that examined the effectiveness of social stories in reducing undesirable behaviors in children with semantic pragmatic disorder. The study involved two subjects aged 9 and 11 years old. A baseline assessment was conducted to identify target behaviors. Social stories were then used as an intervention and behaviors were rated before, immediately after, and at a 3-month follow up. Results found that the undesirable behaviors decreased significantly after social stories by 20-100% and most improvements were maintained at follow up. The study demonstrated social stories can be an effective therapy for reducing problematic behaviors associated with semantic pragmatic disorder.
Innovation in deinstitutionalisation of disabled children in TajikistanSelf-employed
Innovation in deinstitutionalisation of disabled children in Tajikistan. Nasiba Inoyatova, day care centre Kishti, Tajikistan.
Int'l conference 1-3 march 2011, Bishkek, Kyrgyzstan
Innovation in deinstitutionalisation of disabled children in TajikistanSelf-employed
Innovation in deinstitutionalisation of disabled children in Tajikistan. Nasiba Inoyatova, day care centre Kishti, Tajikistan.
Int'l conference 1-3 march 2011, Bishkek, Kyrgyzstan
Pro-equity social policies for Children in China: through the view of Poverty...UnicefMaroc
Présentation de Tan Weiping, Deputy Director-General of the External Cooperation Department, China, à la Conférence Internationale d'Experts sur la mesure et les approches politiques pour améliorer l'équité pour les nouvelles générations dans la région MENA à Rabat, Maroc du 22 au 23 mai 2012.
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
A presentation that reviews the recent findings on the importance of a healthy attachment, the emergence of social maladjustment and conduct disorder, distinguishing conduct disorder and emotional disturbance, comorbidity and ADHD
Presentation on Mood Disorders: Major Depressive Disorder, Bipolar I Disorder, etc.
Presentation for doctoral program class at Saybrook University, San Francisco. Fall 2009
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILLkarenahmanny4c
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
JEIBI VOLUME 4 – NUMBER 3
532
Social skills interventions for preschoolers with Autism Spectrum
Disorder: A description of single-
subject design studies
Jennifer M. Gillis, Ph.D., BCBA1 & Robert C. Butler, B.S.
Abstract
Social skill development is one of the primary areas of intervention for young children with Autism
Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social
skills intervention research for preschool children with ASD. A review of 17 single-subject design studies
from twelve journals (1999-2006) was conducted. We assessed information concerning the features of
social skills interventions, the elements of single subject designs utilized across studies, and the overall
success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al.
(2003) revealed some important common elements of interventions such as reinforcement, modeling and
prompting, providing converging evidence from group design studies and single subject studies.
Keywords: Autism Spectrum Disorders, Social Skills, Intervention, Preschool
The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders,
including, Autistic Disorder, Asperger’s Disorder, or Pervasive Developmental Disorder Not Otherwise
Specified, in the Diagnostic Statistical Manual–IV, Text Revision (DSM-IV TR; American Psychiatric
Association, 2000). An individual with ASD exhibits deficits in core areas including social development
and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors.
Across the ASD spectrum, the expression of these deficits ranges from mild to severe.
Social Skills Deficits in ASD
The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss,
2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or
delay in social awareness, social competence, and social development. We define social skills as
behaviors each person learns to facilitate awareness of his/her social environment and social
contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other
behaviors that are developmentally appropriate.
Social skills deficits are common to all individuals with an ASD, are pervasive, and typically
manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as:
1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures
to regulate social interaction), 2) failure to develop peer relationships appropriate to the child’s
developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to
show, bring, or point out objec ...
Running Head MANAGEMENT OF AUTISM IN CHILDREN .docxcowinhelen
Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1
MANAGEMENT OF AUTISM IN CHILDREN 2
Autism spectrum disorder in Toddlers
Name of student
Institution Affiliation
Literature review
After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development.
Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s.
Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.
Problem statement
Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Evaluation of antidepressant activity of clitoris ternatea in animals
11.effectiveness of social stories in children with semantic pragmatic disorder
1. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
Effectiveness of Social Stories in Children with Semantic
Pragmatic Disorder
Rashmi Deepak Dessai 1*
1. Assistant Professor, Department of Audiology and Speech Language Pathology, Kasturba Medical
College, Mangalore (A unit of Manipal University), India
*Email: dessairashmi@gmail.com
Abstract
Semantic pragmatic disorder is a term used to describe the communicative behavior of children who presented
traits such as pathological talkativeness, deficient access to vocabulary and discourse comprehension, atypical
choice of terms and inappropriate conversational skills (Rapin and Allen 1983). There are very few studies
assessing the efficacy of social stories in childhood language disorders. The present study aimed at examining
the efficacy of social stories for children semantic pragmatic disorder. Method: A single subject design was
implemented on two subjects and was followed in three phases: Phase I: A baseline of non-desirable behaviors.
Phase II: Behaviors immediately post therapy. Phase III: Follow-up rating. Result and discussion: Use of social
stories was found to be very effective in decreasing the non-desirable behaviors by 20% to 100% in both the
subjects. Follow up evaluation after three months showed that, the improvement was maintained even after
termination of therapy sessions. Parents and teachers of the subjects were happy and satisfied with the
improvement. Shannon and Matthew (2005) also reported that the disruptive behavior decreased to a great
extent when the story was paired with prompting.
Keywords: Semantic pragmatic disorder, social stories.
Introduction:
Semantic-Pragmatic Disorder (SPD) or pragmatic language impairment (PLI) is a proposed concept of a
developmental disorder related to autism and Asperger syndrome. The name refers to the fact that people with
SPD have special challenges with the semantic aspect of language (the meaning of what is being said) and the
pragmatics of language (using language appropriately in social situations). In Semantic pragmatic disorder is a
term used to describe the communicative behavior of children who presented traits such as pathological
talkativeness, deficient access to vocabulary and discourse comprehension, atypical choice of terms and
inappropriate conversational skills (Rapin and Allen 1983).
According to Bishop and Norbury (2002), while autistic children exhibit semantic-pragmatic language disorder,
this type of communication disorder is also common in individuals with other disorders like auditory processing
disorders, neuropathies, encephalopathies and certain genetic disorders. Children with semantic-pragmatic
disorder were found to have fluent, complex and clearly articulated expressive language but exhibited problems
with language usage. These children typically are talkative. However, they usually have problems understanding
and producing connected discourse, giving conversational responses that are socially inappropriate, tangential
and/or stereotyped and often develop obsessional interests.
A social story is a short story that is written in a child specific format describing a social situation, person, skill,
event, or concept in terms of relevant cues and appropriate social responses. Each social story is designed to
teach children with autism how to manage their own behaviour during a given social situation by describing
where the activity will take place, when it will occur, what will happen, who is participating, and why the child
should behave in a given manner. Social stories were introduced in 1993 as a method to help teach social skills
to individuals with an autism spectrum disorder (Rust and Smith 2006). It is an individualized short story that
describes social relevant cues in any given situation. It breaks down a challenging social situation into
13
2. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
understandable steps to help an individual with austic spectrum disorder understand the totality of a situation. It
includes answers to ‘wh’ questions in social situations through the use of visuals and written text (Scattone et al
2002).
Gray (1993) originally developed the frame- work used in writing and implementing social stories. As
mentioned, social stories follow a predictable sequence involving specific types of sentences: two to five
sentences describing each appropriate behavior in a social situation (descriptive sentences); one sentence
describing positive, observable appropriate responses (directive sentence); one sentence describing the view-
point of others as they react to the situation (perspective sentence); one optional sentence describing a
commonly shared value or opinion; and one sentence that reminds the child of the appropriate behavior in the
social situation (control sentence).
Shannon and Matthew (2005) examined the effects of a modified social story, with and without verbal prompts,
on the disruptive behavior of a student with autism in his preschool classroom. The disruptive behavior
decreased during both phases of the intervention but to a greater degree when the story was paired with
prompting. Maintenance probes conducted 2 weeks after intervention revealed that the modified social story had
become a regular instructional routine for the student.
Scattone et al (2002) found that Social Stories decreased challenging behaviors in children with autism, but
they identified verbal prompts as a source of variability to be examined in future study. Susan, Ron & Brian
(2002) extended the literature by demonstrating that properly constructed social stories may decrease the
disruptive behaviours of some children with autism and that social stories may be used without planned
systematic behavioral interventions such as token economies.
Method:
Two subjects aged 9 years and 11 years, diagnosed as having semantic pragmatic disorder by an experienced
speech language pathologist were considered for the study. Appropriate assessment was carried out for the
same.
Research Design: The study employed an ABC single-subject design consisting of three phases
A. Baseline (no Social Story): Individual with semantic pragmatic disorder aged 9 and 11 years were selected
for this study. A baseline was prepared by taking detailed information from the parents and teachers. The non
desirable behaviors present in the child were noted down in detail and those behaviors which were the major
concern were taken up for intervention based on the parent’s priority.
B. Intervention Phase I: Social stories were used to reduce the undesirable behaviours and increase the desirable
behaviours. Social stories framed, consisted of four parts as:
1.) Descriptive Sentences: Describing where the situation occurs, who is involved, what the individual is doing,
and why.
2.) Perspective Sentences: Reflecting others perspectives and describing how others feel and react within a
given situation.
3.) Directive Sentences: Describing the responses and actions that she should ideally do in a given situation. The
desired behavior was defined in positive terms. The sentences began with “I will try.....” “I will do…” etc.
4.) Control Sentences: Describing the strategies that she would use to remember the information imparted by
the social story.
These social stories were read and enacted to the subjects with increased suprasegmental features along with
pictures illustrating the activity mentioned in the social story. Subjects were then asked questions regarding the
social story that she has just heard.
14
3. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
C. Intervention Phase II: The same social story was read prior to the observation. Parents and teachers
concerned were then asked to observe and pen down the behaviour in the natural settings where she manifested
the problem. It was cross checked by creating similar situations artificially in the clinical set ups.
A five point rating scale was used to rate the effectiveness of social stories based on the severity of the
undesirable behavior before intervention, after four to five sessions post speech therapy using social stories and
follow up after 3 months post therapy. Undesirable behaviors were numbered in terms of A series (A1 to A10)
for Subject A and B series (B1 to B7) for subject B.
Results and discussion:
Severity of the undesirable behaviors was compared before therapy, immediately after therapy using social
stories and follow up of 3months post therapy as shown in the graph 1.1 and 1.2 below.
Social stories were found to be very useful in reducing the severity of undesirable behaviours after 4 to 5
sessions of speech therapy. Comparison with the follow-up behavior ratings showed that the tackled behaviors
were either maintained or mildly increased in severity even after three months of therapy.
As per the reports from the parents and concerned teachers these behaviors decreased upto 70 to 80% post first
session and fully changed into the desirable behaviors after the second session. Follow up was maintained for a
period of three months to rule out the recurrence of these behaviors.
Graph 1.1: Severity of non-desirable behaviors in subject A pre therapy, post therapy and follow-up evaluation.
Considerable improvement was seen in both the subjects when social stories were used to tackle the undesirable
behaviors. In subject A, undesirable behavior like, A2, A5, A6, A8 and A10 as mentioned in the rating scale,
reduced drastically after the use of social stories and this improvement continued even after the three months of
terminating the therapy. Severity of behaviors A1, A 3, A4, A9 reduced post therapy but reoccurred as seen after
3 months post therapy
In subject B also, all the undesirable behaviors mentioned in the rating scale, showed improvement post therapy.
This change was maintained even after 3 months post therapy except for the behaviors like B6 and B7 which
increased its severity by 20% after terminating of therapy.
Conclusion:
The non-desirable behaviors in the subjects decreased considerably when social stories were used to tackle these
problems. Parents and teachers were very satisfied and happy with the sustained improvement in the subject’s
behavior in school as well as other social places. Matthew (2005) also reported that the disruptive behavior
decreased to a great extent when the story was paired with prompting. The literature in this area is very limited
and most of the data is on a single case study. So there is a need for further research with a larger number of
subjects .
References:
Bishop DV, Norbury CF. (2002).Exploring the borderlands of autistic disorder and specific language
impairment: a study using standardised diagnostic instruments. Journal of Child Psychol Psychiatry.
Oct;43(7):917-29.
Rapin I, Allen D (1983). Developmental language disorders: Nosologic considerations. In U. Kirk (Ed.),
Neuropsychology of language, reading, and spelling ,Academic Press, 155–184
Rust J, Smith A (2006). "How should the effectiveness of Social Stories to modify the behaviour of children on
the autistic spectrum be tested? Lessons from the literature". Autism 10 (2). , 125–38.
Scattone D, Wilczynski SM, Edwards RP, Rabian B (December 2002). "Decreasing disruptive behaviors of
children with autism using social stories". Journal of Autism and Developmental Disorders, 32 (6), 535–43.
Shannon Crozier & Matthew J. Tincani (2005) Using a Modified Social Story to Decrease Disruptive Behavior
of a Child With Autism. Focus on Autism and Other Developmental Disabilities, Vol. 20, No. 3, 150-157.
Susan M Wilczynski, Ron P Edwards, Brian Rabian (2002). Decreasing Disruptive Behaviours of Children with
Autism using Social Stories Dorothy Scattone. Journal of Autism and Developmental Disorders, Vol 32, No 6,
15
4. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
535-543.
Graph:
Graph 1.1: Severity of non-desirable behaviors in subject A pre therapy, post therapy and follow-up evaluation
Graph 1.2: Severity of non-desirable behaviors in subject B pre therapy, post therapy and follow-up evaluation.
Appendix:
16
5. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
A 5 point custom made rating scales used for the study based on the undesirable behaviors manifested by the
subjects is as follows.
0: Never 1: Rarely 2: Occasionally 3: Often 4: Always
Subject A: Male aged 11years
Sr. Behavioral problems as reported by the parents Pre therapy Immediate Follow up
No. rating post therapy rating
rating.
A1 Very immature and childish in social gatherings.
A2 Does not understand others intentions and is careless
about their feelings.
A3 Difficulty making friends of his own age.
A4 Approaches children and adults inappropriately.
A5 Talks nonstop about his own interests regardless of
listeners interest.
A6 Prefers self-chosen activity and resists adult direction
and demonstrated difficulty in following rule based
games.
A7 Only works when he wants to and does not listen to
what parents say.
A8 Very fussy about eating habits.
A9 Does not wait for his turn and gets restless very fast.
A10 Gets very upset when he is unable to answer a
question in examination and leaves the answer sheet
blank.
Subject B: 9years old female
Sr. Behavioral problems as reported by the parents Pre therapy Immediate Follow up
17
6. Advances in Life Science and Technology www.iiste.org
ISSN 2224-7181 (Paper) ISSN 2225-062X (Online)
Vol 3, 2012
No. rating post therapy rating
rating.
B1 Does not wish elders and teachers.
B2 Back answers when being corrected or scolded.
B3 Troubles the younger baby brother and beats him.
B4 Talks softly in the noisy places and loudly in quiet
places.
B5 Gets very upset and disturbed when she does not score
the highest in examinations.
B6 Does not wait for her turn.
B7 Does lot like sharing her things with others.
Author:
Rashmi Deepak Dessai.
Member of,
• Rehabilitation Council of India since 2005
• Life member of Indian Speech and Hearing Association since 2008
• Member of Dakshina Kannada Speech and Hearing Association since 2008.
Place of Birth: Margao,Goa, India.
Educational Qualifications:
• Masters in Audiology and Speech Language Pathology, 2005-07, Mangalore University with a first
class.
• Bachelor of Speech, Language and Hearing. 2002-2005 Mangalore University, India with first class.
Professional Experience:
• Worked as a lecturer in the Department of Audiology and Speech Language Pathology at, K. S. Hegde
Medical Academy (A unit of Nitte Education Trust), Mangalore for 1 year.
• Worked as a Lecturer in the department of Audiology & Speech Language Pathology at Kasturba
Medical College, Mangalore (A unit of Manipal University), India for 1 year 8 months.
• Presently working as an Assistant Professor, Department of Audiology and Speech Language Pathology,
Kasturba Medical College, Mangalore (A unit of Manipal University), India
18
7. International Journals Call for Paper
The IISTE, a U.S. publisher, is currently hosting the academic journals listed below. The peer review process of the following journals
usually takes LESS THAN 14 business days and IISTE usually publishes a qualified article within 30 days. Authors should
send their full paper to the following email address. More information can be found in the IISTE website : www.iiste.org
Business, Economics, Finance and Management PAPER SUBMISSION EMAIL
European Journal of Business and Management EJBM@iiste.org
Research Journal of Finance and Accounting RJFA@iiste.org
Journal of Economics and Sustainable Development JESD@iiste.org
Information and Knowledge Management IKM@iiste.org
Developing Country Studies DCS@iiste.org
Industrial Engineering Letters IEL@iiste.org
Physical Sciences, Mathematics and Chemistry PAPER SUBMISSION EMAIL
Journal of Natural Sciences Research JNSR@iiste.org
Chemistry and Materials Research CMR@iiste.org
Mathematical Theory and Modeling MTM@iiste.org
Advances in Physics Theories and Applications APTA@iiste.org
Chemical and Process Engineering Research CPER@iiste.org
Engineering, Technology and Systems PAPER SUBMISSION EMAIL
Computer Engineering and Intelligent Systems CEIS@iiste.org
Innovative Systems Design and Engineering ISDE@iiste.org
Journal of Energy Technologies and Policy JETP@iiste.org
Information and Knowledge Management IKM@iiste.org
Control Theory and Informatics CTI@iiste.org
Journal of Information Engineering and Applications JIEA@iiste.org
Industrial Engineering Letters IEL@iiste.org
Network and Complex Systems NCS@iiste.org
Environment, Civil, Materials Sciences PAPER SUBMISSION EMAIL
Journal of Environment and Earth Science JEES@iiste.org
Civil and Environmental Research CER@iiste.org
Journal of Natural Sciences Research JNSR@iiste.org
Civil and Environmental Research CER@iiste.org
Life Science, Food and Medical Sciences PAPER SUBMISSION EMAIL
Journal of Natural Sciences Research JNSR@iiste.org
Journal of Biology, Agriculture and Healthcare JBAH@iiste.org
Food Science and Quality Management FSQM@iiste.org
Chemistry and Materials Research CMR@iiste.org
Education, and other Social Sciences PAPER SUBMISSION EMAIL
Journal of Education and Practice JEP@iiste.org
Journal of Law, Policy and Globalization JLPG@iiste.org Global knowledge sharing:
New Media and Mass Communication NMMC@iiste.org EBSCO, Index Copernicus, Ulrich's
Journal of Energy Technologies and Policy JETP@iiste.org Periodicals Directory, JournalTOCS, PKP
Historical Research Letter HRL@iiste.org Open Archives Harvester, Bielefeld
Academic Search Engine, Elektronische
Public Policy and Administration Research PPAR@iiste.org Zeitschriftenbibliothek EZB, Open J-Gate,
International Affairs and Global Strategy IAGS@iiste.org OCLC WorldCat, Universe Digtial Library ,
Research on Humanities and Social Sciences RHSS@iiste.org NewJour, Google Scholar.
Developing Country Studies DCS@iiste.org IISTE is member of CrossRef. All journals
Arts and Design Studies ADS@iiste.org have high IC Impact Factor Values (ICV).