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In this study, it was aimed to examine the effect of a peer education program developed on the acquisitions of knowledge and skill of writing and implementing social stories by students attending primary school, and the effect of social stories delivered by peers who have completed the program (peer tutor) on the acquisition of crossing skills by s...
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... peer tutees were observed to have prerequisite skills. Table 1 includes the information about the participants. The peer tutees' levels of being affected by ASD were evaluated using the Gilliam Autism Rating Scale-2-Turkish Version (GARS-2-TV) which was developed by Gilliam (1995) and the standardization study of which was conducted by Diken, Ardıç, and Diken (2011). ...Citations
... In the second study to address road crossing skills, Bicakci and Gul (2019) taught road crossing skills to three 7-to 9-year-old students with IDD who visited a primary school in the Turkish region of Anatolia of whom two had autism and one had mild ID. The students were trained by peers without IDD in a one-to-one training format. ...
This chapter provides an overview of educational needs of students with intellectual and developmental disabilities (IDD) in academic subject areas and research-based instructional strategies to address their needs in educational settings. A review of recent academic intervention research is provided with a focus on variations in participant characteristics (e.g., age, diagnosis, functional ability) across academic subject domains (e.g., literacy, mathematics, science). Based on results of the synthesized literature, the chapter offers practical recommendations for educators to select appropriate academic goals and effective instructional strategies for students with IDD to support them to achieve meaningful academic outcomes in educational settings.
This study provides the results of a meta-analysis of 31 single-case design studies on safety skills interventions for individuals with intellectual disabilities (ID). Results indicate that individuals who have mild to moderate ID, in particular school-age children, have benefited most from the safety skills interventions. In addition, the interventions have demonstrated small-to-large effect sizes across safety skills (e.g., abduction prevention, fire safety, first aids, daily living safety, pedestrian safety skills). The behavioral skills training (BST) with and without additional components was the most commonly used safety skills intervention for individuals with ID; BST alone demonstrated a larger effect than BST with additional components, and video modeling had the largest treatment effect of all intervention types. Outcomes for abduction prevention skills were larger than those of other safety skills. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, treatment fidelity, and social validity.
Introduction: Social stories (SS) are among evidence-based practices that are known to be effective in support of behavioral and educational needs of children with autism spectrum disorder (ASD). It is very important for teachers to present evidence-based practices with high application reliability for children with ASD to reach their target skills. This study aimed to examine the effect of SS that were designed and presented by pre-service teachers (PST) on target social skill (sharing toys, saying hello, and forming a line) acquisition, maintenance, and generalization of preschool children with ASD.Method: The study was conducted with a multiple probe design across dyads, and content analysis was used for the assessment of social validity data obtained in the study. Two different groups participated in the present study. The first group included children with ASD and the second group included PST who attended teaching practice courses.Results: Study results demonstrated that PST achieved the skill of accurately authoring and applying the SS after the provided training, while children with ASD acquired the target social skills, maintained and generalized these social skills. Social validity data showed that the study was considered positively both by PST and the parents of participating children with ASD.Discussion: PST wrote social stories correctly and applied with high treatment integrity. Children with ASD quickly acquired, maintained and generalized target social skills. The PST’s writing and implementation of SS with high application reliability is consistent with the research findings in the literature.
Community safety skills for people with intellectual disabilities to ensure personal safety and are valued by individuals with intellectual disability and their carers alike, although individuals with intellectual disability remain at greater risk of injuries than the general population. This chapter reports the results of a systematic review of the safety literature. Studies that addressed responding to lures from strangers, being lost in the community, road safety, bullying, first aid, and putting out a fire. Results on acquisition of these skills through procedures, such as modeling, behavioral skills training were quite positive. Data on generalization were mixed and there was insufficient data on long-term maintenance. The chapter concludes with practitioner recommendations and a case study illustrating the applications of these research findings.
