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
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)
➢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
➢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
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
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
➢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
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
Materials
Materials
Materials
Observation Checklist
Children’s Group
Interview
Teachers’ Feedback
1
23
Triangulation
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
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
Results & Discussion
Statistical Analysis of Quantifies data
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
PHOTO DOCUMENTATION
PHOTO DOCUMENTATION
➢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
➢ 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
➢Results add to the current small though growing literature base
➢Current research can be replicated while addressing future research needs
Summary
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