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Using video Social Stories™ to increase task engagement for middle school students with autism spectrum disorders
David F Cihak1, Laura K Kildare, Catherine C Smith
1University of Tennessee, Knoxville, 37996-3442, USA. dcihak@utk.edu
Abstract:
Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories™ intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories™ to specific functions of behaviors increased task-engagement behaviors in the general education classroom for all students. In addition, special and general education teachers, as well as participating students, reported favorable social acceptability of the intervention.
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