Restricted accessResearch articleFirst published online 2011-9
Effects of Multimedia Social Stories on Knowledge of Adult Outcomes and Opportunities among Transition-Aged Youth with Significant Cognitive Disabilities
Students with significant cognitive disabilities typically experience poor post-school outcomes as adults. Federal legislation and recent research reflect the importance of teaching self-determination skills as a strategy to improve post-school outcomes. However, the National Longitudinal Transition Study-2 (NLTS-2) reported that individuals with mental retardation, autism, and multiple disabilities often lack self-determination skills. The current study investigated the impact of Multimedia Social Stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive disabilities using a multiple probe across participants design. All students acquired information taught and generalized skills to an informal transition planning meeting and a preference assessment activity. Limitations, as well as recommendations for research and practice, are provided.
Get full access to this article
View all access options for this article.
References
1.
BambaraL. M.ColeC. L.KogerF.Translating self-determination concepts into support for adults with severe disabilitiesJournal of Association for Persons with Severe Handicaps2327–371998
2.
BarryL. M.BurlewS. B.Using social stories to teach choice and play skills to children with autismFocus on Autism and other Developmental Disabilities1945–512004
3.
BlackorbyJ.WagnerM.Longitudinal postschool outcomes of youth with disabilities: Findings from the national longitudinal transition studyExceptional Children62399–4131996
4.
BledsoeR.MylesB. S.SimpsonR. L.Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndromeAutism7289–2952003
5.
BrowderD. M.CooperK. J.LimL.Teaching adults with severe disabilities to express their choice of settings for leisure activities. Education and Training in Mental Retardation and Developmental Disabilities33228–2381998
DelanoM.SnellM. E.The effects of social stories on the social engagement of children with autismJournal of Positive Behavioral Interventions829–422006
8.
Facts from OSEP's National Longitudinal Studies: The self-determination of youth with disabilitiesSRI Internationalwww.nlts2.org/pdfs/Rev-self_det.FS_071406.pdfMenlo Park, CA June 2005
9.
FawG. D.DavisP.PeckC.Increasing self-determination: Teaching people with mental retardation to evaluate residential optionsJournal of Applied Behavior Analysis29173–1881996
10.
GerstenR.VaughnS.DeshlerD.SchillerE.What we know about using research findings: Implications for improving special education practiceJournal of Learning Disabilities30466–4761997
HagiwaraT.MylesB. S.A multimedia social story intervention: Teaching skills to children with autismFocus on Autism and other Developmental Disabilities1482–951999
13.
HornerR. D.BaerD. M.Multiple-probe technique: A variation on the multiple baseline designJournal of Applied Behavior Analysis11189–1961978
14.
Individuals with Disabilities Education Improvement Act ofU. S. C202004
15.
KuochH.MirendaP.Social story interventions for young children with autism spectrum disordersFocus on Autism and other Developmental Disabilities18219–2272003
16.
LachapelleY.WehmeyerM. L.HaelewyckM. C.CourboisY.KeithK. D.SchalockR.The relationship between quality of life and self-determination: An international studyJournal of Intellectual Disability Research49740–7442005
17.
LattimoreL. P.ParsonsM. B.ReidD. H.Assessing preferred work among adults with autism beginning supported jobs: Identification of constant and alternating task preferencesBehavioral Interventions18161–1772003
18.
LeakeD. W.StoddenR. A.Strengthening IDEA to improve postschool outcomes for youth with culturally and linguistically (CLD) diverse heritageCLD Transition Success Research ProjectHonolulu, HI2002
19.
LevineP.WagnerM. M. Wagner, L. Newman, R. Cameto, N. Garza, & P. Levine After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2)SRI InternationalMenlo Park, CAwww.nlts2.org/pdfs/afterhighschool_chp6.pdf2005The household circumstances and emerging independence of out-ofschool youth with disabilities
20.
Lohrmann-O'rourkeS.GomezO.Integrating preference assessment within the transition process to create meaningful school-to-life outcomesExceptionality9157–1742001
21.
NewmanL. M. Wagner, L. Newman, R. Cameto, & P. Levine Changes over time in the early postschool outcomes of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2)SRI InternationalMenlo Park, CAhttp://www.nlts2.org/pdfs/str6_ch4_postsec.pdf2005Changes in postsecondary education participation of youth with disabilities
22.
OzdemirS.The effectiveness of social stories on decreasing disruptive behaviors of children with autism: Three case studiesJournal of Autism and Developmental Disorders381689–16982008
23.
QuirmbachL. M.LincolnA. J.Feinberg-GizzoM. J.IngersollB. R.AndrewsS. M.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 designJournal of Autism and Developmental Disorders38299–3212008
24.
ScattoneD.WilczynskiS. M.EdwardsR. P.RabianB.Decreasing disruptive behaviors of children with autism using social storiesJournal of Autism and Developmental Disorders32535–5432002
25.
SchwartzI. S.BaerD. M.Social validity assessments: Is current practice state of the artJournal of Applied Behavior Analysis24189–2041991
26.
SimonM.Beyond broken promises: Reflections on eliminating the barriers to the success of minority youth with disabilitiesJournal of the Association for Persons with Severe Handicaps26200–2032001
SoenksenD.AlperS.Teaching a young child to appropriately gain attention of peers using a social story interventionFocus on Autism and other Developmental Disabilities2136–442006
29.
StoreyK.Informed choice: The catch-22 of self-determinationResearch and Practice for Persons with Severe Disabilities30232–2432005
ThiemannK. S.GoldsteinH.Social stories, written text cues, and video feedback: Effects on social communication of children with autismJournal of Applied Behavior Analysis34425–4462001
32.
WagnerM.WagnerM.NewmanL.CametoR.LevineP.Changes in the engagement in school, work, and preparation for work of out-ofschool youth with disabilitiesChanges over time in the early postschool outcomes of youth with disabilities. A report from the National Longitudinal Transition StudyMenlo Park, CA2005International. Available at www.nlts2.org/pdfs/str6_ch6_engage.pdf
33.
WagnerM. M. Wagner, L. Newman, R. Cameto, N. Garza, & P. Levine After High School: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2)SRI InternationalMenlo Park, CAwww.nlts2.org/pdfs/afterhighschool_chp7.pdf2005The leisure activities, social involvement, and citizenship of youth with disabilities after high school
34.
WehmeyerM.SchwartzM.Selfdetermination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilitiesExceptional Children63245–2551997
35.
WolfM. M.Social validity: the case for subjective measurement or how applied behavior analysis is finding its heartJournal of Applied Behavior Analysis11203–2141978
