title: Using video Social Stories™ to increase task engagement for middle school students with autism spectrum disorders.
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.
authors.affiliation: University of Tennessee, Knoxville, 37996-3442, USA. dcihak@utk.edu
authors.forename: David F
authors.initials: DF
authors.lastname: Cihak
authors.forename: Laura K
authors.initials: LK
authors.lastname: Kildare
authors.forename: Catherine C
authors.initials: CC
authors.lastname: Smith
authors.forename: Don D
authors.initials: DD
authors.lastname: McMahon
authors.forename: Luella
authors.initials: L
authors.lastname: Quinn-Brown
mesh_terms: D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000628:therapy*; D005260:Female; D006801:Humans; D008297:Male; D012919:Social Behavior; D014741:Video Recording