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Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings.

d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/...

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Published in:Journal of Autism & Developmental Disorders Vol. 53; no. 5; pp. 1915 - 1930
Main Authors: Kwon, Eun Young, Cannon, Joanna E., Knight, Victoria F., Mercer, Sterett H., Guardino, Caroline
Format: research tables/charts Journal Article
Published: Springer Nature May2023
Online Access:View this record in EBSCOhost
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      dt: May2023
      vid: 53
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-022-05430-4
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        atl: Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings.
      aug:
        au:
          Kwon, Eun Young
          Cannon, Joanna E.
          Knight, Victoria F.
          Mercer, Sterett H.
          Guardino, Caroline
        affil: Department of Educational Counselling Psychology and Special Education, The University of British Columbia, 2125 Main Mall, V6T1Z4, Vancouver, BC, Canada
      sug:
        subj:
          Reading
          Storytelling
          Sign Language
          Vocabulary
          Students with Disabilities
          Autism Spectrum Disorder Therapy
          Peer Group
          Human
          Study Design
          Communication
          Social Behavior
          Social Participation
          Lunch
          Learning Environment
          Social Inclusion
          Funding Source
      ab: d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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