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Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder

Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder

Bee Theng Lau, Ko Min Win
Copyright: © 2018 |Pages: 30
ISBN13: 9781522528388|ISBN10: 1522528385|EISBN13: 9781522528395
DOI: 10.4018/978-1-5225-2838-8.ch014
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MLA

Lau, Bee Theng, and Ko Min Win. "Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder." Handbook of Research on Human Development in the Digital Age, edited by Valerie C. Bryan, et al., IGI Global, 2018, pp. 300-329. https://doi.org/10.4018/978-1-5225-2838-8.ch014

APA

Lau, B. T. & Win, K. M. (2018). Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder. In V. Bryan, A. Musgrove, & J. Powers (Eds.), Handbook of Research on Human Development in the Digital Age (pp. 300-329). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch014

Chicago

Lau, Bee Theng, and Ko Min Win. "Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder." In Handbook of Research on Human Development in the Digital Age, edited by Valerie C. Bryan, Ann T. Musgrove, and Jillian R. Powers, 300-329. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2838-8.ch014

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Abstract

This study developed a web-based social skills intervention system accessible via a tablet/laptop computer which combines differentiated instructions, social stories, multimedia, and animations. This creates an interactive learning environment which (1) allows children to learn social skills repeatedly and pervasively; and (2) promotes teacher/caretaker-parent collaborations to boost the ASD children's social skills acquisition as, a simple logon to the portal enables parents/ caretakers and teachers to view the media prepared by others; track and reinforce the skills a child has learnt at home/ in school, and add his/her social stories which others can view. The prototype evaluation and observation of voluntary participants from the special education school who were treated with differentiated animated social stories demonstrates that digital-based differentiated social story interventions have made the learning of social skills more interactive, appealing and effective compared to the traditional social skill tools.

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