title: Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.
abstract: The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up.
authors.affiliation: Kongju National University, South Korea.
authors.forename: Mi-Seon
authors.initials: MS
authors.lastname: Kim
authors.affiliation: University of South Florida, United States. Electronic address: kwangsun@usf.edu.
authors.forename: Kwang-Sun Cho
authors.initials: KS
authors.lastname: Blair
authors.affiliation: Kongju National University, South Korea.
authors.forename: Kyoung-Won
authors.initials: KW
authors.lastname: Lim
mesh_terms: D000293:Adolescent; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000534:rehabilitation*; D034201:Computers, Handheld; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D012919:Social Behavior; D066107:Social Skills
keywords: Academic engagement; Intellectual disabilities; Multimedia; Problem behavior; Social Stories™; Tablet