The effect of Powerpoint Relationship Narratives on the behavior of students with autism

Abstract

Autism Spectrum Disorder (ASD) is a complex brain based disorder. Children are being diagnosed with ASD at an alarming rate. Students with ASD present with behaviors that interfere with their learning and the learning of others. These behaviors can be a challenge for the teachers and other staff who work with students with ASD. For the past 25 years, teachers have used Social Stories as an intervention for challenging behaviors. A Social Story is an explicitly written step-by-step description of a situation, concept, or skill. It is written with the target student as the main character and explains to them how to navigate a particular social situation that is challenging for them. It also gives the reasons why the student should follow the steps in executing the skill. This study addresses two problems that teachers and other staff have found when using Social Stories with their students with ASD: student engagement and the ability to read. This study focuses on digital Social Stories, specifically PowerPoint Relationship Narratives (PPRN) as an intervention for students with ASD. Two fifth grade students with ASD interacted with PPRNs that were tailored to fit their particular behavioral needs. The pattern of results from the study show a functional relationship between the intervention and the change in problem behaviors. Student W showed a mean improvement in reducing his delaying the start of work behavior by 75% from the Baseline phase to Intervention Phase 1. Student R showed a mean improvement in reducing her time in the bathroom behavior by 41% from the Baseline phase to Intervention Phase 1. Limitations of the study include small sample size and a short time frame. Based on results obtained from this x study, PPRNs are a promising intervention for students with ASD. Feedback from staff who worked with the students was positive. Additionally, a professional development workshop on how to write PPRNs was made to 10 staff who work with students with ASD. The feedback from the workshop was positive. Based on these results, recommendations are made to the Brennen School administrators that include providing opportunities and time for staff to learn how to design, develop, and use PPRNs.