Effectiveness of Simulated Experience in teaching Social Skills to children with ASD
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Transcript of Effectiveness of Simulated Experience in teaching Social Skills to children with ASD
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Effectiveness of social stories on social behaviors under a targeted simulated experience among children
with special needs
Amanda Goh (03) - Koh Jiat Ru (29) - Lim Ee Suan (32) - Cheryl Yeo (62)
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➢Children with special needs face challenges with social functioning
➢Solitary use of social stories and simulated experience proven to be highly effective (McComas, Pivik & Laflamme, 1998)
➢Integrate both components together and explore its effectiveness
Rationale
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➢To help children with special needs better understand a social situation
➢To increase pro-social behavior ➢Enhance the effectiveness of social stories using
social simulation
Purpose
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How can the introduction of social stories positively transform social behaviors under a targeted simulated experience among children with special needs in the
context of Singapore?
Research Question
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Early intervention centre which caters to children with special needs,
up to age 7
8 children with different conditions, aged 5 to 6 years old
Venue
Participants
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➢Noise reducing headphones ○ Help children with autism and sensory
issues manage sound challenges➢Precaution for children afraid of the dark
○ Lights were switched on during the first simulation experience for children to get used to the surrounding
Considerations
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Children will be able to:➢stay seated through the movie screening➢be quiet/ whisper if they need to talk➢Practice appropriate behaviors in movie
theatres ○ i.e. not choosing or changing seats in
theatre○ i.e. not walking or running around the
theatre○ i.e. clear trash appropriately
Target Behaviors and Response
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Materials
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Materials
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Materials
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Observation Checklist
Children’s Group
Interview
Teachers’ Feedback
1
23
Triangulation
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First session (baseline):
● Simulated setting without the introduction of social story.
Screening of “The Box Trolls”
Third session(Intervention):
Introduced social story before entering the simulated setting.
Screening of “Madagascar”
Second session(Intervention):
Introduced social story before entering the simulated setting.
Screening of “Up”
Final session:
Simulated setting in a different classroom without social story.
Screening of “Finding Nemo”
Baseline and Intervention Procedure
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1st Session➔ Checklist to
observe children’s social behaviour
➔ Teacher’s feedback forms
2nd & 3rd Sessions
➔ Checklist to observe children’s social behaviour
Final Session
➔ Checklist (children’s social behaviour)
➔ Children’s interview
➔ Teacher’s feedback forms
Recording Procedures
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Results & Discussion
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Statistical Analysis of Quantifies data
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How must we behave
in the theatre?
What are the things we cannot do in the theatre?
“We must be
quiet.”“We
cannot stand, must sit.”
“We cannot
walk around.
”
“We cannot anyhow throw
rubbish.”
“We cannot
bring our own
food!”
Qualitative data: Findings from children’s interview
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PHOTO DOCUMENTATION
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PHOTO DOCUMENTATION
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➢Children’s late arrival affected the simulation experience
➢Children attend school on different days of the week
➢Gap exist due to school holidays
➢Last session was not conducted in an actual theatre
Limitations
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➢ Examine other social situations and public spaces under the local context
➢ Assess the durability of the intervention➢Utilize a larger sample size ➢Implement it on children who belong to
other age groups➢Implement on children who do not present
with special needs but have social skills deficits
Future research
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➢Results add to the current small though growing literature base
➢Current research can be replicated while addressing future research needs
Summary
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McComas, J., Pivik, J., & Laflamme, M. (1998). Current uses of virtual reality for children with disabilities. Virtual
Environments in Clinical Psychology and Neuroscience.
Retrieved from http://www.cybertherapy.info/ves%20in%20clinical%20psycho/McComas.doc.pdf
Reference