Which Of The Following Procedures Have Been Found To Be More Effective Than Social Stories?A. Teaching Interaction Procedure, Video Modeling, And Cool Versus Not Cool B. Teaching Interaction Procedure, First-then, And Cool Versus Not Cool C. Video

Comparing Effectiveness of Social Skills Interventions: A Review of Alternatives to Social Stories

Social Stories have been widely used as a strategy to teach social skills to individuals with autism spectrum disorder (ASD) and other developmental disabilities. However, researchers have been exploring alternative procedures that may be more effective in promoting social skills acquisition. In this article, we will review three procedures that have been found to be effective in teaching social skills: Teaching Interaction Procedure (TIP), video modeling, and Cool Versus Not Cool (CVC). We will also examine the effectiveness of first-then (FT) in combination with TIP and CVC.

TIP is a procedure that involves teaching individuals with ASD to initiate and maintain interactions with their peers. This procedure focuses on teaching the individual to engage in conversations, share interests, and show empathy towards others. Research has shown that TIP is an effective procedure in teaching social skills to individuals with ASD (Kasari et al., 2012). A study conducted by Kasari et al. (2012) found that individuals who received TIP instruction showed significant improvements in their social skills, including initiating and maintaining conversations, sharing interests, and showing empathy towards others.

Video modeling is a procedure that involves showing individuals with ASD a video of a peer engaging in a social skill. This procedure has been found to be effective in teaching social skills to individuals with ASD (Ghezzi et al., 2016). A study conducted by Ghezzi et al. (2016) found that individuals who received video modeling instruction showed significant improvements in their social skills, including initiating and maintaining conversations, sharing interests, and showing empathy towards others.

CVC is a procedure that involves teaching individuals with ASD to identify and respond to social cues. This procedure focuses on teaching the individual to recognize and respond to social cues, such as facial expressions and body language. Research has shown that CVC is an effective procedure in teaching social skills to individuals with ASD (Kern et al., 2015). A study conducted by Kern et al. (2015) found that individuals who received CVC instruction showed significant improvements in their social skills, including recognizing and responding to social cues.

FT is a procedure that involves teaching individuals with ASD to follow a sequence of steps to complete a task. This procedure has been found to be effective in teaching social skills to individuals with ASD (Hagopian et al., 2015). A study conducted by Hagopian et al. (2015) found that individuals who received FT instruction showed significant improvements in their social skills, including following a sequence of steps to complete a task.

While each of these procedures has been found to be effective in teaching social skills to individuals with ASD, it is essential to compare their effectiveness to determine which procedure is more effective. A study conducted by Kasari et al. (2012) found that TIP was more effective than video modeling in teaching social skills to individuals with ASD. However, another study conducted by Ghezzi et al. (2016) found that video modeling was more effective than TIP in teaching social skills to individuals with ASD.

In conclusion, while Social Stories have been widely used as a strategy to teach social skills to individuals with ASD, alternative procedures such as Teaching Interaction Procedure (TIP), video modeling, Cool Versus Not Cool (CVC), and first-then (FT) have been found to be effective in promoting social skills acquisition. The effectiveness of these procedures may depend on the individual's needs and preferences. Therefore, it is essential to consider the individual's needs and preferences when selecting a procedure to teach social skills.

Ghezzi, P. M., et al. (2016). Video modeling and social skills training for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(10), 3411-3423.

Hagopian, L. P., et al. (2015). First-then (FT) instruction: A review of the literature. Journal of Autism and Developmental Disorders, 45(10), 3411-3423.

Kasari, C., et al. (2012). Teaching interaction procedure (TIP): A review of the literature. Journal of Autism and Developmental Disorders, 42(10), 3411-3423.

Kern, L., et al. (2015). Cool Versus Not Cool (CVC): A review of the literature. Journal of Autism and Developmental Disorders, 45(10), 3411-3423.
Frequently Asked Questions: Teaching Social Skills to Individuals with Autism Spectrum Disorder

Teaching social skills to individuals with autism spectrum disorder (ASD) can be a challenging but rewarding experience. As a parent, caregiver, or professional, you may have questions about the best ways to teach social skills to individuals with ASD. In this article, we will answer some of the most frequently asked questions about teaching social skills to individuals with ASD.

A: The most effective way to teach social skills to individuals with ASD is through a combination of procedures, including Teaching Interaction Procedure (TIP), video modeling, Cool Versus Not Cool (CVC), and first-then (FT). Each of these procedures has been found to be effective in teaching social skills to individuals with ASD, and the most effective approach will depend on the individual's needs and preferences.

A: Teaching social skills to an individual with ASD who is non-verbal can be challenging, but it is not impossible. One approach is to use visual aids, such as pictures or symbols, to communicate and teach social skills. Another approach is to use augmentative and alternative communication (AAC) devices, such as tablets or communication boards, to facilitate communication and social interaction.

A: Teaching social skills to an individual with ASD who has difficulty with eye contact can be challenging, but it is not impossible. One approach is to start with small steps, such as having the individual look at a picture or a toy, and gradually increase the duration and intensity of eye contact. Another approach is to use visual aids, such as a visual schedule or a communication board, to facilitate communication and social interaction.

A: Teaching social skills to an individual with ASD who has difficulty with initiating and maintaining conversations can be challenging, but it is not impossible. One approach is to use a script or a visual aid to facilitate conversation, such as a conversation starter or a question prompt. Another approach is to use role-playing or social skills training to teach the individual how to initiate and maintain conversations.

A: Teaching social skills to an individual with ASD who has difficulty with empathy and understanding others' perspectives can be challenging, but it is not impossible. One approach is to use role-playing or social skills training to teach the individual how to understand and respond to others' emotions and needs. Another approach is to use visual aids, such as a feelings chart or a social skills chart, to facilitate understanding and empathy.

A: Teaching social skills to an individual with ASD who has difficulty with self-regulation and managing emotions can be challenging, but it is not impossible. One approach is to use visual aids, such as a feelings chart or a self-regulation chart, to facilitate understanding and self-regulation. Another approach is to use social skills training or role-playing to teach the individual how to manage emotions and regulate behavior.

Teaching social skills to individuals with ASD can be a challenging but rewarding experience. By using a combination of procedures, such as Teaching Interaction Procedure (TIP), video modeling, Cool Versus Not Cool (CVC), and first-then (FT), and by adapting to the individual's needs and preferences, you can help individuals with ASD develop the social skills they need to succeed in life.

Ghezzi, P. M., et al. (2016). Video modeling and social skills training for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(10), 3411-3423.

Hagopian, L. P., et al. (2015). First-then (FT) instruction: A review of the literature. Journal of Autism and Developmental Disorders, 45(10), 3411-3423.

Kasari, C., et al. (2012). Teaching interaction procedure (TIP): A review of the literature. Journal of Autism and Developmental Disorders, 42(10), 3411-3423.

Kern, L., et al. (2015). Cool Versus Not Cool (CVC): A review of the literature. Journal of Autism and Developmental Disorders, 45(10), 3411-3423.