Social stories are brief stories developed by Carol Gray to help children with autism understand social situations. They describe a situation using descriptive, perspective, and directive sentences. Social stories provide a concrete way of explaining a situation and can improve understanding for children who struggle with social skills. Occupational therapists and other professionals use social stories to help children with transitions, routines, and social interactions by breaking down challenges into understandable steps. Research shows social stories may be effective if developed and implemented according to guidelines tailored to each child.
Response 1 Psychological Aspects of AgingRespond to at leas.docxmackulaytoni
Response 1:
Psychological Aspects of Aging
Respond
to at least two colleagues who applied a theory of successful aging to Helen's case that differs from the one you applied
.
·
State whether you agree that your colleague's strategy for applying the theory to Helen's case is likely to be helpful.
·
Provide support for your response and suggest one additional way your colleague might support Helen's psychological well-being.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: Lisa
Hello Everyone,
There are several key life events that have influenced Sara's relationships. Sarah has experienced loss, and because of it she has become depressed and lonley. She states, "Every since my husband died theres been no one to talk to", (Laureate 2013). This influences her relationships because, she has become withdrawn and angry. After her husband died Sarah, and her daughter began living together. "Sara and her daughter have lived together for the past 10 years since Stephanie returned home after a failed relationship and was unable to live independently", (Plummer Makris & Brocksen, 2014). This influences her relationships because, she feels that Stephanie is taking over, and she has no control over her environment. She has also acquired the habit of hoarding things which influences her relationships because her other daughter Jane refuses to come visit her because of the conditions of the house.Her daughter Stephanie is also having issues over her hoarding. As Sara's social worker, I might apply a theory of successful aging such as Activity Theory to her case by encouraging her to get physically active by going outside to walk, by joining a gym that has programs for the elderly, and by going on short trips with Stephanie. This will also help them bond more. "There is considerable evidence that being physically and mentally active helps to maintain the physiological , psychological, and iintellectual functions of older people", (Zastrow & Kirst-Ashman 2016).
Plummer, S. -B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories, Baltimore, MD: Laureate International Universities Publishing. {Vital Source e-reader}. "The Parker Family"
Zastrow, C. H., & Kirst-Ashman, K.K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. Chapter 15, "Psychological Aspects of Later Adulthood".
Laureate Education (Producer). (2013). Parker family: Episode 2 {Video file}. Retrieved from https://class.waldenu.edu
Colleague 2: Koretta
Hello, Dr. H. and Colleagues. Sara Parker is 72-years old. She recently lost her husband to a heart attack, which has escalated her depression. Additionally, she has been diagnosed with high blood pressure, hyperthyroidism, and dementia. While visiting with her social worker, Sara mentioned that ever since the death o.
Response 1 Psychological Aspects of AgingRespond to at leas.docxmackulaytoni
Response 1:
Psychological Aspects of Aging
Respond
to at least two colleagues who applied a theory of successful aging to Helen's case that differs from the one you applied
.
·
State whether you agree that your colleague's strategy for applying the theory to Helen's case is likely to be helpful.
·
Provide support for your response and suggest one additional way your colleague might support Helen's psychological well-being.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: Lisa
Hello Everyone,
There are several key life events that have influenced Sara's relationships. Sarah has experienced loss, and because of it she has become depressed and lonley. She states, "Every since my husband died theres been no one to talk to", (Laureate 2013). This influences her relationships because, she has become withdrawn and angry. After her husband died Sarah, and her daughter began living together. "Sara and her daughter have lived together for the past 10 years since Stephanie returned home after a failed relationship and was unable to live independently", (Plummer Makris & Brocksen, 2014). This influences her relationships because, she feels that Stephanie is taking over, and she has no control over her environment. She has also acquired the habit of hoarding things which influences her relationships because her other daughter Jane refuses to come visit her because of the conditions of the house.Her daughter Stephanie is also having issues over her hoarding. As Sara's social worker, I might apply a theory of successful aging such as Activity Theory to her case by encouraging her to get physically active by going outside to walk, by joining a gym that has programs for the elderly, and by going on short trips with Stephanie. This will also help them bond more. "There is considerable evidence that being physically and mentally active helps to maintain the physiological , psychological, and iintellectual functions of older people", (Zastrow & Kirst-Ashman 2016).
Plummer, S. -B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories, Baltimore, MD: Laureate International Universities Publishing. {Vital Source e-reader}. "The Parker Family"
Zastrow, C. H., & Kirst-Ashman, K.K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. Chapter 15, "Psychological Aspects of Later Adulthood".
Laureate Education (Producer). (2013). Parker family: Episode 2 {Video file}. Retrieved from https://class.waldenu.edu
Colleague 2: Koretta
Hello, Dr. H. and Colleagues. Sara Parker is 72-years old. She recently lost her husband to a heart attack, which has escalated her depression. Additionally, she has been diagnosed with high blood pressure, hyperthyroidism, and dementia. While visiting with her social worker, Sara mentioned that ever since the death o.
From play to knowledge By Lucy Atkinson.pdfvideosplay360
This article relates my experiences using playful child-centred research techniques whilst
undertaking research with Congolese refugee children in Zambia. Such techniques generate
rich and varied information, and often in unexpected ways. They also create a format whereby
the researcher and the children can interact and form relationships outside the usual social
relationships of adult and child, researcher and informant. Given play’s classification as
enjoyable, social and educational, play as an aspect of fieldwork can be involved in a range of
different ways of gathering and presenting anthropological knowledge. Through play we build
different kinds of relationships, experience different kinds of interaction and therefore gather
different kinds of information. Play in fieldwork therefore leads to different kinds of
knowledge, but it also leads to knowledge presented in different forms—visual, embodied
performative and experiential. Given the prioritisation of written forms in academia, the way
in which these forms of representation can be used in the presentation of knowledge is not
straightforward. The challenge to anthropology is how these different forms of knowledge are
valued and translated.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docxwhitneyleman54422
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
Please put number and name before each reply#1 charity parker.docxbunnyfinney
Please put number and name before each reply
#1 charity parker
Specify some strategies teachers can use to help students cope with stressful events such as this.
Keeping communication open and letting them freely Express what they may feel . Anger, frustration, being scared, be open to outbursts a student may feel. Every student may have a different look out, or feelings towards this.
One strategy that this web page mentions is “ letting the students guide how much or little information to provide and emphasize the positive things that are available to stay safe”( National Associated of School Psychologists ,2015).
I would have intervention strategies in place with faculty, in case something as horrific as this were to occur again. Being prepared for the worse is also a good preparation. Having teachers look for signs or change in a students behavior would be good to keep documented. Andrew Golden ended up being a shooter at a school facility. Even though his father was completely shocked and in disbelief, he showed signs earlier in life of anger.. “ In first grade Andrew brought a pop gun to school filled with sand and shot a girl in the face” ( Paul G, 2000).
Identify trends that may provide insights into and assistance with coping in the aftermath of this type of tragic event.
I would start out expressing my own feelings, and hurt towards the situation. Knowing that even adults or authority figures are in pain as well, can express that we are all human, with feelings and it’s ok to hurt.
The importance of talk therapy here is going to be really important with the aftermath of this tragedy. It is important to help these students feel safe in a place where this boy use to attend their school. By having one on one sessions a person can open up with confidentiality. Dome students may do better in group therapy, more open to talking with the support of friends. Both therapy’s allow the students to be honest and express their feelings.
They need to feel that school is a safe place for them to still be able to attend. By placing higher security, and prevention such as metal detectors may help the students to feel more safe as well. I would say having some intervention
Identify at least two of the theoretical perspectives discussed in the text (e.g., behavioristic, cognitive, social learning theory, humanist), and briefly discuss how you would address the question “Why did this happen?” that surrounds events like this from each of the perspectives you selected.
Why did this happen? What a tough question to answer. Why do bad things happen? How do we explain to kids why they lost a friend, or maybe even why I friend took fire on other kids?
According to The Behavioral perspective,” a theory focusing on learning the observable actions over mental process, focusing on shaping and conditioning ones actions and ones reactions” ( McCarthy et Al.2016).
Being a psychologist we can use this theory to evaluate reasons for the cau ...
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 ...
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
From play to knowledge By Lucy Atkinson.pdfvideosplay360
This article relates my experiences using playful child-centred research techniques whilst
undertaking research with Congolese refugee children in Zambia. Such techniques generate
rich and varied information, and often in unexpected ways. They also create a format whereby
the researcher and the children can interact and form relationships outside the usual social
relationships of adult and child, researcher and informant. Given play’s classification as
enjoyable, social and educational, play as an aspect of fieldwork can be involved in a range of
different ways of gathering and presenting anthropological knowledge. Through play we build
different kinds of relationships, experience different kinds of interaction and therefore gather
different kinds of information. Play in fieldwork therefore leads to different kinds of
knowledge, but it also leads to knowledge presented in different forms—visual, embodied
performative and experiential. Given the prioritisation of written forms in academia, the way
in which these forms of representation can be used in the presentation of knowledge is not
straightforward. The challenge to anthropology is how these different forms of knowledge are
valued and translated.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docxwhitneyleman54422
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
Please put number and name before each reply#1 charity parker.docxbunnyfinney
Please put number and name before each reply
#1 charity parker
Specify some strategies teachers can use to help students cope with stressful events such as this.
Keeping communication open and letting them freely Express what they may feel . Anger, frustration, being scared, be open to outbursts a student may feel. Every student may have a different look out, or feelings towards this.
One strategy that this web page mentions is “ letting the students guide how much or little information to provide and emphasize the positive things that are available to stay safe”( National Associated of School Psychologists ,2015).
I would have intervention strategies in place with faculty, in case something as horrific as this were to occur again. Being prepared for the worse is also a good preparation. Having teachers look for signs or change in a students behavior would be good to keep documented. Andrew Golden ended up being a shooter at a school facility. Even though his father was completely shocked and in disbelief, he showed signs earlier in life of anger.. “ In first grade Andrew brought a pop gun to school filled with sand and shot a girl in the face” ( Paul G, 2000).
Identify trends that may provide insights into and assistance with coping in the aftermath of this type of tragic event.
I would start out expressing my own feelings, and hurt towards the situation. Knowing that even adults or authority figures are in pain as well, can express that we are all human, with feelings and it’s ok to hurt.
The importance of talk therapy here is going to be really important with the aftermath of this tragedy. It is important to help these students feel safe in a place where this boy use to attend their school. By having one on one sessions a person can open up with confidentiality. Dome students may do better in group therapy, more open to talking with the support of friends. Both therapy’s allow the students to be honest and express their feelings.
They need to feel that school is a safe place for them to still be able to attend. By placing higher security, and prevention such as metal detectors may help the students to feel more safe as well. I would say having some intervention
Identify at least two of the theoretical perspectives discussed in the text (e.g., behavioristic, cognitive, social learning theory, humanist), and briefly discuss how you would address the question “Why did this happen?” that surrounds events like this from each of the perspectives you selected.
Why did this happen? What a tough question to answer. Why do bad things happen? How do we explain to kids why they lost a friend, or maybe even why I friend took fire on other kids?
According to The Behavioral perspective,” a theory focusing on learning the observable actions over mental process, focusing on shaping and conditioning ones actions and ones reactions” ( McCarthy et Al.2016).
Being a psychologist we can use this theory to evaluate reasons for the cau ...
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 ...
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
GENDER ROLE STEREOTYPE PERCEPTION ON OCCUPATIONAL ROLES AMONG MALAYSIAN CHILDREN
Boyer Presentation
1. Social Stories in Early Intervention from
an Occupational Therapy Perspective
Suzie Kwon, MOTS
University of Washington Department of
Occupational Therapy
2. What are social stories?
Developed by Carol Gray to help children with autism navigate social situations
“A social story describes a situation, skill, or concept in terms of relevant social
cues, perspectives, and common responses”- Carol Gray (2010)
Brief stories that help children understand and prepare for a new situation or
challenges
Can be a written story, or visual story with pictures, or both
(Miles, 2016)
3. 3 Sentence types in social stories
Descriptive sentences: Objectively describes a situation, states the facts. “I am
going to the zoo with my family. When I am at the zoo, there will be a lot of
people and it will be loud”
Perspective sentences: Describes feelings or thoughts about a situation.
“Sometimes when I hear loud noises I get upset and want to go home. If I go
home I will be sad I didn’t get to stay and see the animals”
Directive sentences: Directs the desired behavior or appropriate response. Uses
positive language such as “I can”. “When I hear loud noises I can ask for my
headphones and put them on so it will be quiet. When it is quiet I can stay at
the zoo and have fun”
4. Why might social stories work?: The theory of mind
“Theory of mind” may allow people to understand another person’s
perspectives, desires, and beliefs.
Hypothesis that individuals with autism lack a “theory of mind” (Baron-Cohen, Leslie, & Frith,
1985)
Social stories may be used to explain social situations in terms of what another
person might be thinking and/or why they may behave in certain ways (Ali &
Frederickson, 2006)
5. What are the benefits of social stories?
Can be helpful for children that have difficulty with transitions, unexpected
environments, or social situations
Uses language that is literal and repetitive to help prepare a child for an
upcoming situation to make it more predictable, or teach a commonly
occurring social interactions
Provide positive feedback to a child about an area of strength or achievement
Social stories present information in a literal, 'concrete' way, which may improve
a person's understanding of a previously difficult or ambiguous situation or
activity.
7. Evidence-based approach
Do social stories effectively improve social interaction and decrease challenging
behaviors in children with autism?
Evidence suggests that social stories decrease challenging behaviors and may improve social
interaction skills in children with autism if developed and implemented according to specified
guidelines in a manner suitable to the individual child’s strengths and abilities (Mogensen, L.
L., 2005).
Research by Gray and Garand (1993) supports that social stories reduced disruptive behaviors
and improved social skills in children with autism.
8. Evidence-based approach
● Difficulty in identifying effectiveness
○ Social stories paired with positive reinforcement, imitation, and prompting makes it difficult to
identify if the story alone is working or if it is the combination of strategie (Kokina & Kern,
2010)
Further research is recommended
9. How do OTs use social stories?
Understand tasks, routines, and roles in daily occupations
Help view the situation holistically
Breaks down a challenging social situation into understable steps
Social stories can help with sequencing (what comes next in a series of
activities) and 'executive functioning' (planning and organising) - difficulties
experienced by many people with autism.
(Morgado, 2013)
10. What are the goals for social stories in OT?
The Person-Environment-Occupation-Performance (PEOP) Model
Emphasis on the interaction between person & environment, and how this
affects occupation
(Christiansen, Baum, & Bass-Haugen, 2015)
11. How do other professionals use social stories?
SLP
PT
Educators
12. There’s an app for that!
StoryMaker™ create Social Stories™ using pictures, text and audio.
https://itunes.apple.com/us/app/storymaker-for-social-stories/id570007786?mt=8
Social Stories Creator and Library by Touch Autism create & share social stories,
visual schedules & beautiful memories.
https://itunes.apple.com/app/id588180598?mt=8
13. Tips for writing your own social stories
A social story should have 3 to 5 descriptive and perspective sentences for
each directive sentence
Write in first person and on the child’s developmental skill level
If possible, use photographs of the child or his peers.
15. References:
Ali, S., & Frederickson, N. (2006). Investigating the Evidence Base of Social Stories. Educational Psychology in Practice, 22, 355-377. DOI:
10.1901/jaba.2008.41-405
Baron-Cohen, S., Leslie, A., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37-46. DOI: 10.1016/0010-
0277(85)90022-8
Christiansen C .H., Baum C. M., & Bass-Haugen, J. (2015). Occupational therapy: Performance, participation and well-being (4th edition) Thorofare
NJ: SLACK incorporated
Gray, C., Garand, J. D. (1993). Social stories: Improving responses of students with autism accurate social information. Focus on Autistic Behavior,
8: 1-10.
Miles, S. (2016, February 23). More than therapy: Raising children to their highest potential. Retrieved from
http://www.childrenstherapycorner.com/news/item/189-what-are-social-stories
Morgado, M. (2013). Use of social stories for children with autism. Retrieved from http://cslot.com/use-of-social-stories-for-children-with-autism/
Morgensen, L. L., (2005). There is preliminary evidence (level 4) that social stories are effective in decreasing challenging behaviours and may
improve social interaction skills in children with autism spectrum disorders [PDF document]. Retrieved from Occupational Therapy Critically
Appraised Topics website: http://www.otcats.com/topics/Lise%20Mogensen.html
Zachry, A. (2011, November 2). Pediatric occupational therapy tips: An interactive social story. Retrieved from
http://drzachryspedsottips.blogspot.com/2011/11/interactive-social-story.html
Editor's Notes
In fact, visual schedule is a form of a social story, so reading skills or high receptive language skills are not required for all social stories. A modified social story can be as short as one sentence, such as “When I go to the store, I can push the cart and stay next to mom” or as long as multiple pages. This can be adjusted to the child’s skill level.
Social stories may help children with autism because of the hypothesis that individuals with autism lack a “theory of mind” (Baron-Cohen, Leslie, & Frith, 1985). It is proposed that having a theory of mind allows us to understand another person’s perspectives, desires and beliefs.
Through lacking a theory of mind, social interaction for individuals with autism may be difficult, confusing and unpredictable. A Social Story might then be used to explain social situations in terms of what another person might be thinking and/or why they may behave in certain ways; thus reducing or removing the confusion and unpredictability (Ali & Frederickson, 2006).
to develop self-care skills (eg how to clean teeth, wash hands or get dressed), social skills (eg sharing, asking for help, saying thank you, interrupting) and academic abilities
to help a person with autism to understand how others might behave or respond in a particular situation, and therefore how they might be expected to behave
to help others understand the perspective of a person with autism and why they may respond or behave in a particular way
to help a person to cope with changes to routine and unexpected or distressing events (eg absence of teacher, moving house, thunderstorms)
to provide positive feedback to a person about an area of strength or achievement in order to develop self-esteem
as a behavioural strategy (eg what to do when angry, how to cope with obsessions).
As can be seen in our social story case study, Social Stories can be paired with “supplementary tactics”. Although these tactics may be beneficial, they have made it difficult for researchers to clarify whether Social Stories are effective when used alone (Kokina & Kern, 2010).
For example, there is already a large body of evidence showing that imitation, prompting, priming and positive reinforcement are effective methods of teaching children with ASD (Cooper, Heron & Heward, 2007; Miltenberger, 2008). These tactics are often combined with a Social Story intervention and so it is difficult to identify if the story alone is working or whether it is the combination of tactics (Kokina & Kern, 2010).
This limitation is highlighted by reviewing authors who conclude that social stories can have positive outcomes but that much more research is needed to identify their effectiveness in controlled studies (Reynhout & Carter, 2009, 2010; Sansosti, Powell-Smith, & Kincaid, 2006).
Social Stories are a promising intervention option, there is still a lack of evidence identifying the specific factors that lead to their success or failure (Reynhout & Carter, 2006, 2009; Kokina & Kern, 2010).
to develop self-care skills (eg how to clean teeth, wash hands or get dressed), social skills (eg sharing, asking for help, saying thank you, interrupting) and academic abilities
to help a person with autism to understand how others might behave or respond in a particular situation, and therefore how they might be expected to behave
to help a person to cope with changes to routine and unexpected or distressing events (eg absence of teacher, moving house, thunderstorms)
as a behavioural strategy (eg what to do when angry, how to cope with obsessions).
If this adverse behavior affects FUNCTION
Very client-centered, and is top-down, first considers the individual in context, identifying the client’s roles, occupations and goals. The model requires the occupational therapist to use this context to address the personal performance capabilities/constraints and the environmental performance enablers/barriers that are central to the occupational performance of the individual.
Intrinsic factors in the PEOP Model that are central to occupational performance are:
• physiological, including strength, endurance, flexibility, inactivity, stress, sleep, nutrition and health
• cognitive, including organization, reasoning, attention, awareness, executive function and memory, all necessary for task performance
• neurobehavioural, including somatosensory, olfactory, gustatory, visual, auditory, proprioceptive and tactile, as well as motor control, motor planning (praxis) and postural control
• psychological and emotional, including emotional state (affect), self-concept, self-esteem and sense of identity, self-efficacy and theory of mind (social awareness)
• spiritual: that which brings meaning.
Extrinsic factors in the PEOP Model that are central to occupational performance are:
• social support, practical or instrumental support and informational support
• societal, including interpersonal relationships (groups), social and economic systems and their receptivity (policies and practices) to supporting participation, laws
• cultural, including values, beliefs, customs, use of time
• the built environment, including physical properties, tools, assistive technology, design and the natural environment, covering geography, terrain, climate and air quality.
This representation is intended to convey that occupational performance is determined not only by the nature of the activity, task or role to be performed, but also by the characteristics of the person or client (depicted as intrinsic factors) and the environment (depicted as extrinsic factors). Performance and participation always occur in context, and ultimately determine well-being and quality of life.
StoryMaker: iPad, iPhone, iTouch. $39.99
Social Stories Creator and Library: Free
The special needs child should be the main character.
Make the setting of the story familiar to the child.
Specifically describe the other characters in the story, making them familiar if possible.
Make the dialog realistic and appropriate child’s ability-level.
The important story points should be repeated.
If possible, use photographs of the child or his peers.
Read the story to the child as frequently as possible.
http://drzachryspedsottips.blogspot.com/2011/11/interactive-social-story.html