Affiliation:
1. University of Tennessee, Knoxville, USA
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.
Subject
Arts and Humanities (miscellaneous),Clinical Psychology,Developmental and Educational Psychology
Cited by
20 articles.
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