Technology-enriched social story intervention: Engaging children with autism spectrum disorders in social communication

Abstract

The purpose of this study was to investigate the impact of a technology-enriched Social Story intervention on the social engagement of children with Autism Spectrum Disorders (ASD). A single-subject, multiple baseline design was used to investigate the effects of the intervention on the acquisition of gratitude skills by seven elementary students with ASD in a Kuwaiti self-contained Special Education school. Results demonstrated that participants accelerated their gratitude skills (expressing gratitude words use) after reading the Social Story delivered via iPads. Students increased the number of "thank you" words uttered by them in multiple contexts both in and out-school settings. Implications along with recommendations for future research and practice are provided.