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

被引:0
作者
Eun Young Kwon
Joanna E. Cannon
Victoria F. Knight
Sterett H. Mercer
Caroline Guardino
机构
[1] The University of British Columbia,Department of Educational Counselling Psychology and Special Education
[2] University of North Florida,Department of Exceptional, Deaf, & Interpreter Education, College of Education and Human Services
来源
Journal of Autism and Developmental Disorders | 2023年 / 53卷
关键词
Social stories; Deaf; Hard of hearing; Autism spectrum disorder; Socialization; Inclusion;
D O I
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中图分类号
学科分类号
摘要
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.
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页码:1915 / 1929
页数:14
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