Article 4: Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study
The purpose of this study was to compare the effectiveness of teaching interaction procedure to social stories in a group setting by teaching children diagnosed with ASD social skills. The authors first discussed and explained that children with ASD have social skill deficits. They then presented research information on both teaching interactions and social story interventions.
This study includes three children in a summer school program at a private agency. All the participants in the study diagnosed with ASD and they were five-years-old. The research session took place in a small group that included the three participants, other children diagnosed …show more content…
These three skills are changing the game when bored, explaining a prior “cool” event and inviting a peer to play. During the teaching procedure, there were six components to teaching a social skill. With the social story procedure, the researcher created an individualized social story for the group. The social story consisted implementation, reinforcement, and performance probes.
The results demonstrated that teaching interactions were more effective than social stories. The study displayed in a graph on page 2336 that there was a slight increase in teaching students social stories compared to teaching interactions (Kassardjian, J. B. Leaf, Ravid, J. A. Leaf, Alcalay, Dale, Tsuji, Taubman, R. Leaf, McEachin, & Oppenheim-Leaf, 2014). Teaching interactions procedure according to this study can be a useful method for teaching social behaviors and implemented in a group structure format.
There were some limitations to this study. These limitations included both the teachers and children before this study are exposed to teaching interactions and had limited experience to social stories. There was a limited number of participants in this study and the type of skills that evaluated across the two teaching conditions and control …show more content…
The author's view of early school success defined as academic readiness and classroom adjustment. The domains for their measures are self-regulation: emotional, cognitive and behavioral, social awareness: emotion knowledge, responsible decision making/social problem solving, relational skills, and pathways among components of social-emotional learning. This study used PLS (partial least-squares) modeling to study interrelations among social-emotional competencies and the ability to predict later classroom adjustment and academic
The purpose of this study was to compare the effectiveness of teaching interaction procedure to social stories in a group setting by teaching children diagnosed with ASD social skills. The authors first discussed and explained that children with ASD have social skill deficits. They then presented research information on both teaching interactions and social story interventions.
This study includes three children in a summer school program at a private agency. All the participants in the study diagnosed with ASD and they were five-years-old. The research session took place in a small group that included the three participants, other children diagnosed …show more content…
These three skills are changing the game when bored, explaining a prior “cool” event and inviting a peer to play. During the teaching procedure, there were six components to teaching a social skill. With the social story procedure, the researcher created an individualized social story for the group. The social story consisted implementation, reinforcement, and performance probes.
The results demonstrated that teaching interactions were more effective than social stories. The study displayed in a graph on page 2336 that there was a slight increase in teaching students social stories compared to teaching interactions (Kassardjian, J. B. Leaf, Ravid, J. A. Leaf, Alcalay, Dale, Tsuji, Taubman, R. Leaf, McEachin, & Oppenheim-Leaf, 2014). Teaching interactions procedure according to this study can be a useful method for teaching social behaviors and implemented in a group structure format.
There were some limitations to this study. These limitations included both the teachers and children before this study are exposed to teaching interactions and had limited experience to social stories. There was a limited number of participants in this study and the type of skills that evaluated across the two teaching conditions and control …show more content…
The author's view of early school success defined as academic readiness and classroom adjustment. The domains for their measures are self-regulation: emotional, cognitive and behavioral, social awareness: emotion knowledge, responsible decision making/social problem solving, relational skills, and pathways among components of social-emotional learning. This study used PLS (partial least-squares) modeling to study interrelations among social-emotional competencies and the ability to predict later classroom adjustment and academic