Ashley DeCraene, n/a: No financial or non-financial relationships to disclose
Abstract:This presentation will cover the results of the survey about which treatment SLPs in schools prefer to use with their student with ASD. It will provide support for both social stories and literacy. The specific outcomes will focus on why they chose to use one approach over the other and their perceptions on how well each one works.
Summary of Presentation : The purpose of this presentation is to evaluate speech language pathologists’ views on two different treatments of social skills in children with ASD. It will be comparing perceptions on utilizing literature as treatment and the usage of social stories. Social stories have been used as treatment for autism since the 1990s, however; literacy is becoming more and more prevalent in school curriculum and more SLPs have started using it in their therapy sessions as well. The data for this presentation will be gathered through a survey which will be sent to a SLPs working in a school setting with different ages. These questions will focus on which treatments they primarily use and the perceived efficacy of each approach. It will gather their insights on which treatment method they prefer, and which is more beneficial. It is predicted that treatment of social skills with literature has become a positive and effective way in helping students with ASD, as children are more able to relate to characters in a story. It provides them with more real-world situations and solutions.
Learning Objectives:
At the completion of this activity, participants should be able to:
Upon completion, participant will be able to contrast the two different treatment approaches (social stories and utilizing literature) for social skills in children with ASD.
Upon completion, participant will be able to differentiate the main aspects of social stories and utilizing literature.
Upon completion, participant will be able to judge which treatment is for effective in the treatment of social skills for children with ASD.