Storie Sociali presentate tramite iPad per bambini con autismo
iPad-presented social stories for young children with autism
Vandermeer J, Beamish W, Milford T, Lang W.
Dev Neurorehabil. 2015 Apr;18(2):75-81. doi: 10.3109/17518423.2013.809811. Epub 2013 Jul 1.
Abstract
OBJECTIVE: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism.
METHOD: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases.
RESULTS: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others.
CONCLUSION: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended.
OBJECTIVE: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism.
METHOD: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases.
RESULTS: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others.
CONCLUSION: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended.