Hostname: page-component-848d4c4894-pjpqr Total loading time: 0 Render date: 2024-07-06T15:56:16.842Z Has data issue: false hasContentIssue false

Using Slowmation to Develop the Social Skills of Primary School Students with Mild Intellectual Disabilities: Four Case Studies

Published online by Cambridge University Press:  22 August 2014

Alyce Shepherd*
Affiliation:
University of Wollongong, Australia
Garry Hoban
Affiliation:
University of Wollongong, Australia
Roselyn Dixon
Affiliation:
University of Wollongong, Australia
*
Correspondence: Alyce Shepherd, Faculty of Education, University of Wollongong, NSW 2522, Australia. E-mail: ats997@uowmail.edu.au

Abstract

This study explored the potential of using a new but simplified form of stop-motion animation called slowmation to support 4 primary school students with mild intellectual disabilities in co-constructing an animated social narrative about their own social skills. The research used a multiple case study design incorporating a range of qualitative methods to identify what stop-motion skills the students could use and to what extent the co-construction of an animation influenced their identification of their own social skills. Findings revealed that each student was able to use a range of stop-motion skills with varying levels of support. As a consequence of their co-construction, the students’ understanding of their own social skills increased. Classroom implications, limitations and recommendations for further study are discussed.

Type
Original Articles
Copyright
Copyright © The Authors 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ali, S., & Frederickson, N. (2006). Investigating the evidence base of Social Stories. Educational Psychology in Practice, 22, 355377. doi:10.1080/02667360600999500CrossRefGoogle Scholar
American Association on Intellectual and Developmental Disabilities (AAIDD). (2011). AAIDD: American Association on Intellectual and Developmental Disabilities. Retrieved August 18, 2012, from http://www.aamr.org/Google Scholar
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.Google Scholar
Ayres, K.M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183196.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.Google Scholar
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264287. doi:10.1177/001440290707300301CrossRefGoogle Scholar
Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100106. doi:10.1177/10883576070220020101Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77101. doi:10.1191/1478088706qp063oaCrossRefGoogle Scholar
Chan, J.M., & O’Reilly, M.F. (2008). A Social Stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41, 405409. doi:10.1901/jaba.2008.41-405CrossRefGoogle ScholarPubMed
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Crozier, S., & Tincani, M. (2007). Effects of Social Stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 18031814. doi:10.1007/s10803-006-0315-7CrossRefGoogle ScholarPubMed
Delano, M.E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 3342. doi:10.1177/07419325070280010401Google Scholar
Fossett, B., & Mirenda, P. (2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and picture-to-text matching instruction. Research in Developmental Disabilities, 27, 411429. doi:10.1016/j.ridd.2005.05.006CrossRefGoogle ScholarPubMed
Gray, C. (2004). Social Stories 10.0: The new defining criteria and guidelines. Jenison Autism Journal, 15 (4), 221.Google Scholar
Gray, C. (2010). The new Social Story™ book (Rev. and exp. 10th anniversary ed.). Arlington, TX: Future Horizons.Google Scholar
Gresham, F.M., Sugai, G., & Horner, R.H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331344.CrossRefGoogle Scholar
Hitchcock, C.H., Dowrick, P.W., & Prater, M.A. (2003). Video self-modeling in school-based settings: A review. Remedial and Special Education, 24, 3645. doi:10.1177/074193250302400104Google Scholar
Hoban, G. (2005). From claymation to slowmation: A teaching procedure to develop students’ science understandings. Teaching Science, 51 (2), 2630.Google Scholar
Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7 (2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article2.cfmGoogle Scholar
Hoban, G., Loughran, J., Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48, 9851009. doi:10.1002/tea.20436Google Scholar
Hoban, G., & Nielsen, W. (2010). The 5 Rs: A new teaching approach to encourage slowmations (student-generated animations) of science concepts. Teaching Science, 56 (3), 3338.Google Scholar
Karkhaneh, M., Clark, B., Ospina, M.B., Seida, J.C., Smith, V., & Hartling, L. (2010). Social Stories to improve social skills in children with autism spectrum disorder: A systematic review. Autism, 14, 641662. doi:10.1177/1362361310373057Google Scholar
Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2006). Research for educators. Melbourne, Australia: Thomson Social Science Press.Google Scholar
Kim, N.H., & Park, J. (2012). The effects of the family-involved SDLMI on academic engagement and goal attainment of middle school students with disabilities who exhibit problem behavior. International Journal of Special Education, 27 (1), 117127.Google Scholar
Konza, D., Grainger, J., & Bradshaw, K. (2001). Classroom management: A survival guide. Katoomba, Australia: Social Science Press.Google Scholar
Lane, K.L., Graham, S., Harris, K.R., Little, M.A., Sandmel, K., & Brindle, M. (2010). Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties. The Journal of Special Education, 44, 107128. doi:10.1177/0022466908331044Google Scholar
Litras, S., Moore, D.W., & Anderson, A. (2010). Using video self-modelled Social Stories to teach social skills to a young child with autism. Autism Research and Treatment, 2010, Article ID 834979. doi:10.1155/2010/834979Google Scholar
Mancil, G.R., Haydon, T., & Whitby, P. (2009). Differentiated effects of paper and computer-assisted Social Stories on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24, 205215. doi:10.1177/1088357609347324Google Scholar
Mandasari, V., Lu, M.V., & Theng, L.B. (2011). 2D animated Social Story for assisting social skills learning of children with autism spectrum disorder. In Theng, L. (ed.), Assistive and augmentive communication for the disabled: Intelligent technologies for communication, learning and teaching (pp. 124). New York, NY: Information Science Reference. doi:10.4018/978-1-60960-541-4.ch001Google Scholar
Mazzotti, V.L., Wood, C.L., Test, D.W., & Fowler, C.H. (2012). Effects of computer-assisted instruction on students’ knowledge of the self-determined learning model of instruction and disruptive behavior. The Journal of Special Education, 45, 216226. doi:10.1177/0022466910362261Google Scholar
McConnell, S.R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351372. doi:10.1023/A:1020537805154Google Scholar
Mechling, L.C., & Swindle, C.O. (2013). Fine and gross motor task performance when using computer-based video models by students with autism and moderate intellectual disability. The Journal of Special Education, 47, 135147. doi:10.1177/0022466911433859Google Scholar
Mertens, D.M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Ozdemir, S. (2008). The effectiveness of Social Stories on decreasing disruptive behaviors of children with autism: Three case studies. Journal of Autism and Developmental Disorders, 38, 16891696. doi:10.1007/s10803-008-0551-0Google Scholar
Patton, M.Q. (2002). Qualitative research methods & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Quilty, K.M. (2007). Teaching paraprofessionals how to write and implement Social Stories for students with autism spectrum disorders. Remedial and Special Education, 28, 182189. doi:10.1177/07419325070280030701CrossRefGoogle Scholar
Quirmbach, L.M., Lincoln, A.J., Feinberg-Gizzo, M.J., Ingersoll, B.R., & Andrews, S.M. (2009). Social Stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39, 299321. doi:10.1007/s10803-008-0628-9Google Scholar
Reynhout, G., & Carter, M. (2006). Social Stories for children with disabilities. Journal of Autism and Developmental Disorders, 36, 445469. doi:10.1007/s10803-006-0086-1Google Scholar
Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173181. doi:10.1177/10883576070220030401Google Scholar
Reynhout, G., & Carter, M. (2011). Evaluation of the efficacy of Social Stories using three single subject metrics. Research in Autism Spectrum Disorders, 5, 885900. doi:10.1016/j.rasd.2010.10.003Google Scholar
Sansosti, F.J., & Powell-Smith, K.A. (2008). Using computer-presented Social Stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162178. doi:10.1177/1098300708316259Google Scholar
Schalock, R.L., & Luckasson, R. (2004). American Association on Mental Retardation's Definition, Classification, and System of Supports and its relation to international trends and issues in the field of intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 1, 136146. doi:10.1111/j.1741-1130.2004.04028.xCrossRefGoogle Scholar
Stake, R.E. (2006). Multiple case study analysis. New York, NY: Guilford.Google Scholar
Test, D.W., Richter, S., Knight, V., & Spooner, F. (2011). A comprehensive review and meta-analysis of the Social Stories literature. Focus on Autism and Other Developmental Disabilities, 26, 4962. doi:10.1177/1088357609351573Google Scholar
Thiemann, K.S., & Goldstein, H. (2001). Social Stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425446. doi:10.1901/jaba.2001.34-425Google Scholar
Vaughn, S., Kim, A.-H., Morris Sloan, C.V., Hughes, M.T., Elbaum, B., & Sridhar, D. (2003). Social skills interventions for young children with disabilities: A synthesis of group design studies. Remedial and Special Education, 24, 215. doi:10.1177/074193250302400101Google Scholar
Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44, 318342.Google Scholar
Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar