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Annotated Bibliography
Annotated Bibliography
Joanne Unrau 6734607
University of Manitoba
May 23, 2017
Instructor: M. Updike
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Annotated Bibliography
Annotated Bibliography
Brian, a six-year old student in my grades 1 and 2 split class, is often not included in
activities with his classroom peers. His peers are quick to reject him and see him as
someone who is different because Brian exhibits some unusual behaviour. It is my hope
that by teaching Brian appropriate social skills his social image will improve and his
To improve Brians social skills I have planned to use and have already
The following articles were used to inform my decisions and direct my instruction
of the above strategies. Each article provided insight on how I should implement certain
strategies, and whether or not the strategies I have chosen are assessed to be an effective
I found that most of the articles I researched in regards to social skills were geared
towards children diagnosed with autism spectrum disorder (ASD). Brian does not have a
repetitive behavior, and his lack of friendships I believe that the information from these
Article #1
Alzyoudi, M., Sartawi, A., & Almuhiri, O. This study examines the impact of video
(2015). The impact of video modelling on modelling on teaching social skills to children
improving social skills in children with with autism.
autism. British Journal of Special
Education, 42(1), 53-68. doi:
10.1111/1467-8578.12057
Retrieved from:
http://www.myaspergerschild.com/2013/07/video-
modeling-most-effective-social.html
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) In this study, each video session lasted 3-5
Video modelling proved to be an effective minutes. What is an optimal time for
intervention strategy for all 5 participants to presenting video modelling?
teach the following target behaviors 2.) Is the sampling size large enough to
- Social initiation skills generalize results of the effectiveness of the
- Conversational skills intervention?
- Non-verbal communication
- Answering/questioning skills
This study indicates that video modelling is an effective tool to use to teach students with autism
appropriate social behaviors. Watching videos is often an enjoyable activity for students, which
may aid in focus and increased attention. This in turn may increase the likelihood of the student(s)
imitating the modelled behavior. Brian shows a strong interest in technology. Video modelling
may be an effective tool in teaching him our target social behaviors. The ease in making a video tape
for him to model is an advantage of this tool.
Article #2
Chan, J. M., OReilly, M. F., Lang, R. B., This study evaluated the effects of using Social
Boutot, A., White, P. J., Pierce, N., & Stories on classroom behavior.
Baker, S. (2011). Evaluation of Social
Stories TM intervention implemented by
pre-service teachers for students with
autism in general education settings.
Research in Autism Spectrum Disorders
5(1), 715-721. doi:
10.1016/j.rasd.2010.08.005
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) In this study, only 3 questions (no skill
The intervention showed some improvements in practice) were included after the
target behaviors for all three participants. presentation of the intervention. Is this
These behaviors included the best practice?
- Appropriate sitting behavior 2.) The time delay did not show huge
- Attending to the teacher differences in performance of target skill.
- Working independently Would reading the social stories more
frequently (2- 3 times instead of once)
Time delay did not produce differences in improve the performance of the skill?
performance of target skills.
This study provides an intervention that seems feasible and uncomplicated to implement in a
classroom setting. As most interventions are not used in exclusion of others, I feel that social stories
could be used as one of the tools to teach Brian appropriate social skills. Brian responds well to
visual information. Social stories may help him in his understanding of the steps required to
performing certain social behaviors.
Article #3
Frederickson, N., &Turner, J. (2003). Utilizing This study evaluates the Circle of Friends
the classroom peer group to address approach to improving social needs of students
childrens social needs: An evaluation of who experienced difficulty in this area.
the Circle of Friends intervention
approach. The Journal of Special
Education 36(4), 234-245. doi:
10.1177/002246690303600404
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) A graduate student instead of a classroom
- Increased social acceptance of focus teacher ran the phase 1 intervention. Is
children within classroom peer groups running the program by an outsider
- Positive influence on other childrens beneficial to the implementation of the
perspectives of focus children program?
- No changes or improvements in 2.) There was a 6-year range in age for
behaviour of focus children participants. Is there an optimal age range
for this intervention?
While it does not seem that the Circle of Friends intervention was successful in teaching the focus
children new social skills in this study, it does suggest that this intervention could be used to
improve the social acceptance of the focus child by his/her peers. As a student who is treated as an
outsider by his classroom peers, Brian may benefit from a Circle of Friends program to gain greater
social acceptance. I am hoping to improve how Brians classmates view him and therefore treat
him.
Article #4
Kassardjian, A., Leaf, J. B., Ravid, D., Leaf, J. This study compared the effectiveness of the
A., Alcalay, A., Dale, S., Tsuji, K., teaching interaction procedure to social stories
Taubmann, M, Oppenheim-Leaf, M. L. when teaching social skills to children diagnosed
(2014). Comparing the Teaching with autism spectrum disorder.
Interaction Procedure to Social Stories: A
replication study. Journal of Autism and
Developmental Disorders, 44, /s2329
2340. doi: 10.1007/s10803-014-2103-0
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) The social stories procedure was used in
- 0/3 children demonstrated knowledge of isolation in the study. Are social stories
the targeted skill at the baseline phase meant to be conducted as a stand alone
- 3/3 children demonstrated increased intervention?
performance and some retention of the 2.) The children in this study were 5 years
targeted skill taught using teacher old. Would social stories be more
interaction method effective for older children?
- 0/3 demonstrated knowledge or
retention of skill when taught using
social stories method
- 3/3 showed greater knowledge of social
skill that was not taught than the skill
taught using social stories
This study indicates that using social stories in isolation does not benefit students in the acquisition
of social skills. The study showed the teacher interaction procedure, which involves teacher
modelling and member role-play, to be more effective in acquiring and maintaining appropriate
social skills. A teacher needs many tools in his/her toolbox and social stories may still be useful
when used as a visual aid in conjunction with other intervention procedures. It is encouraging to see
the success that the three students in this study showed using the teacher interaction method. It is
my plan to use social stories as a visual aid in helping my student identify the steps needed in
completing certain social behaviors. These behaviors will be modelled by other staff members,
Brians peers, and myself and practiced by Brian.
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Annotated Bibliography
Article #5
Liber, D.B., Frea, W.D. & Symon, J.B.G. This study evaluated the effectiveness of using
(2008). Using time-delay to improve the time-delay procedure to teach social play
social play skills with peers for children skills to children with autism.
with autism. Journal of Autism and
Developmental Disorders, 38(2), 312-
323. doi:10.1007/s10803-007-0395-z
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) The children in this study were allowed to
After implanting the time delay procedure choose their peer play partner. How
- All 3 students showed improvement in important was this choice to the
both play skills and requesting skills effectiveness of this procedure?
- All 3 students were able to complete 2.) What was more effective in the study, the
most play steps independently use of time-delay or the purposeful
- Students showed an increase in instruction of social skills delivered by the
spontaneous peer interactions prompts?
- Students demonstrated a transfer of
social play skills to another setting
- In one classroom, the peers of the
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Annotated Bibliography
This study showed success in using the time-delay procedure to improve social play skills in
children with autism. The study was done in a classroom environment and included the peers in
those classroom settings, demonstrating the feasibility of using this procedure in the classroom. The
study also supports the use of peer-mediated strategies to help increase social skills and suggests
that the peers need not only be typical peers, but classmates who also demonstrate special needs can
take part. Brian is fully included in our classroom environment. Any interventions I use will be
done in the classroom setting or on the school playground and will involve Brians classmates.
Article #6
McDaniel, S., Bruhn, A., & Troughton, L. This study examined the effectiveness of the
(2016). A brief social skills intervention social skills program Stop and Think to decrease
to reduce challenging classroom behavior. negative social behavior.
Journal of Behavioral Education 26(1),
53-74. doi: 10.1007/s10864-016-9259-y
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) In this study, the intervention was
All 5 students involved in the study showed a delivered to the whole class. Is this the
decrease in negative social behavior in the most effective way to use the Stop and
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Annotated Bibliography
This study supports the use of direct teaching, modelling, and role-play to improve students social
behavior. As with other studies, this combination in delivering social skills instruction seems to be
successful. Although this particular study delivered the intervention as a whole class, I believe I can
use this approach to instruct my one student, as he responds well to one-on-one instruction.
Article #7
OConnor, E., (2016). The use of Circle of This study examines the use of the Circle of
Friends strategy to improve social Friends intervention strategy to challenge
interactions and social acceptance: A case students attitudes towards a child with Asperger
study of a child with Asperger's Syndrome, as well as to improve the social skills
Syndrome and other associated needs. of the child with Asperger Syndrome.
Support for Learning, 31(2), 138-147.
doi: 10.1111/1467-9604.12122
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) This study only focuses on one child. Can
- Greater peer acceptance shown for the we generalize the successfulness of these
focus child results to other children based on the one?
- Peers showed 70% increase in 2.) This study did not indicate how many
willingness to initiate social interactions peers were involved in the circle of
with focus child friends. Is there an optimum number?
- Peers showed 80% increase in
acceptance of behaviours shown by
children with special needs
- Focus child felt more accepted
- Focus child invited by peers to
participate in activities outside of school
- School attendance of focus child
increased
This study showed that the circle of friends intervention strategy was effective in gaining greater
inclusion for the focus child and can be an effective tool for increasing empathy and acceptance
towards a child with ASD in a peer group. While the study records improvement in the peer groups
attitude towards the focus child, it is not clear whether the focus childs social skills and social
understanding improved. The focus of circle of friends seems to be increasing the belonging of a
student and other interventions are needed to help improve social skills. It is my hope that through
this style of intervention Brian will not only improve his social skills, but also increase his social
belonging.
Article #8
Vandermeer, J., Beamish, W., Milford, & T., This study evaluates the effectiveness of the use of
Lang, W. (2015). iPad presented iPad-presented social stories in improving on-task
social stories for young children with behavior of children diagnosed with autism.
autism. Developmental
Neurorehabilitation, 18(2), 75-81. doi:
10.3109/17518423.2013.809811
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Annotated Bibliography
Retrieved from:
https://michaeljarmer.files.wordpress.com
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) Would the social story have been just as
- The combination of the iPad and effective if used in regular storybook text as
social stories was effective for one apposed to the iPad?
child 2.) What is the main purpose of the use of the
- Two participants showed an increase iPad to present social stories? Is it to make
in attending during the intervention the creating and delivering of the stories
with some maintenance after easier for the teacher, or to provide the
- Echolalia exhibited by one child student with visual aid in learning social
seemed to continue to interfere with skills?
on-task behavior during and after
reading the social story
This study demonstrates variable success with Social Stories. It seems that the use of social stories
is effective for some children but not for others. As research has shown, everyone learns in different
ways. Social stories may be a helpful tool to use for students who are visual learners, which I
believe Brian to be. Using an iPad to deliver the stories may offer a new and therefore engaging
way to present these stories.
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Annotated Bibliography
Article #9
Waugh, C., & Peskin, J. (2015). Improving the This study examined the effectiveness of the
social skills of children with HFASD: An social skills and Theory of Mind (S.S.ToM)
intervention study. Journal of Austism intervention for teaching social skills to children,
and Developmental Disorders, 45(9), which utilizes visual aids, as compared to
2961-2980. doi:10.1007/s10803-015- Childrens Friendship Training (CFT)
2459-9 intervention, which does not use visual aids.
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) To what extent can the improvements shown
Areas of social responsiveness tested were in this study be attributed to parent
social awareness, social cognition, social involvement?
communication, social motivation and restricted 2.) If the visual aids were removed from the
interests and repetitive behaviours. S.S.ToM intervention, would it still be
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Annotated Bibliography
- S.S.ToM group showed improvement in effective? Was the success due to the
all areas compared to the control group content or delivery?
- No significant differences between the
SSToM and CFT groups
- SStoM groups improved in social
communication, social motivation, and
restricted interests and repetitive
behaviours
- S.S.ToM group maintained and
continued to show improvements in all
responses at follow-up
- CFT group showed improvement in
social communication and social
motivation and maintained these at
follow up
- The group that did not receive
interventions showed no improvements
The study suggests that the visual supports as well as the Theory of Mind information included in
the one intervention were important to the success of the intervention. Research has shown that
receiving information in a variety of ways is advantageous to all learners. The use of visual
supports helps to maintain student interest and focus during lessons. It seems that parent
involvement was also important to the improvements made in this study. Parents are able to help
support and encourage their children during and beyond any intervention as needed. As I have
already noted, Brian is a visual learner. I will be using visual supports to help teach and
demonstrate appropriate social behaviors.
Article #10
Wilkes, S., Cordier, R., Bundy, A., Docking, This study examined the effectiveness of play-
K., & Munro, K. (2011). A play-based based intervention in improving the social play
intervention for children with ADHD: A skills of children with ADHD.
pilot study. Australian Occupational
Therapy Journal 58, 231-240. doi:
10.1111/j.1440-1630.2011.00928.x
List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1.) Is using self-modelling more effective
Children with ADHD showed improvements in than peer or adult modelling?
- Sharing ideas/objects 2.) The study indicates that the children
- Supporting the play of others played together in partners, how would
- Transitioning to other activities things change in a group (more than 2
- Responding to cues children) dynamic?
- Initiating play themes
This study supports the idea that peer-involved play activities would be beneficial in teaching
appropriate play behaviours to children with ADHD as well as typically developing children. The
study also displays the advantages of using modelling (self, peer and adult) as a way to present and
talk about the desired social behaviors. In our grade 1 and 2 classroom, which utilizes play-based
activities for learning, there are many opportunities for Brian to observe and practice appropriate
behaviours.