Effectiveness of Simulated Experience in teaching Social Skills to children with ASD

Effectiveness of social stories on social behaviors under a targeted simulated experience among children

with special needs

Amanda Goh (03) - Koh Jiat Ru (29) - Lim Ee Suan (32) - Cheryl Yeo (62)

➢Children with special needs face challenges with social functioning

➢Solitary use of social stories and simulated experience proven to be highly effective (McComas, Pivik & Laflamme, 1998)

➢Integrate both components together and explore its effectiveness

Rationale

➢To help children with special needs better understand a social situation

➢To increase pro-social behavior ➢Enhance the effectiveness of social stories using

social simulation

Purpose

How can the introduction of social stories positively transform social behaviors under a targeted simulated experience among children with special needs in the

context of Singapore?

Research Question

Early intervention centre which caters to children with special needs,

up to age 7

8 children with different conditions, aged 5 to 6 years old

Venue

Participants

➢Noise reducing headphones ○ Help children with autism and sensory

issues manage sound challenges➢Precaution for children afraid of the dark

○ Lights were switched on during the first simulation experience for children to get used to the surrounding

Considerations

Children will be able to:➢stay seated through the movie screening➢be quiet/ whisper if they need to talk➢Practice appropriate behaviors in movie

theatres ○ i.e. not choosing or changing seats in

theatre○ i.e. not walking or running around the

theatre○ i.e. clear trash appropriately

Target Behaviors and Response

Materials

Materials

Materials

Observation Checklist

Children’s Group

Interview

Teachers’ Feedback

1

23

Triangulation

First session (baseline):

● Simulated setting without the introduction of social story.

Screening of “The Box Trolls”

Third session(Intervention):

Introduced social story before entering the simulated setting.

Screening of “Madagascar”

Second session(Intervention):

Introduced social story before entering the simulated setting.

Screening of “Up”

Final session:

Simulated setting in a different classroom without social story.

Screening of “Finding Nemo”

Baseline and Intervention Procedure

1st Session➔ Checklist to

observe children’s social behaviour

➔ Teacher’s feedback forms

2nd & 3rd Sessions

➔ Checklist to observe children’s social behaviour

Final Session

➔ Checklist (children’s social behaviour)

➔ Children’s interview

➔ Teacher’s feedback forms

Recording Procedures

Results & Discussion

Statistical Analysis of Quantifies data

How must we behave

in the theatre?

What are the things we cannot do in the theatre?

“We must be

quiet.”“We

cannot stand, must sit.”

“We cannot

walk around.

”

“We cannot anyhow throw

rubbish.”

“We cannot

bring our own

food!”

Qualitative data: Findings from children’s interview

PHOTO DOCUMENTATION

PHOTO DOCUMENTATION

➢Children’s late arrival affected the simulation experience

➢Children attend school on different days of the week

➢Gap exist due to school holidays

➢Last session was not conducted in an actual theatre

Limitations

➢ Examine other social situations and public spaces under the local context

➢ Assess the durability of the intervention➢Utilize a larger sample size ➢Implement it on children who belong to

other age groups➢Implement on children who do not present

with special needs but have social skills deficits

Future research

➢Results add to the current small though growing literature base

➢Current research can be replicated while addressing future research needs

Summary

McComas, J., Pivik, J., & Laflamme, M. (1998). Current uses of virtual reality for children with disabilities. Virtual

Environments in Clinical Psychology and Neuroscience.

Retrieved from http://www.cybertherapy.info/ves%20in%20clinical%20psycho/McComas.doc.pdf

Reference