@article{Min201841,
title = {Integration of digital social story intervention into differentiated instruction framework},
author = {W K Min and L B Theng},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056467196&doi=10.3233%2fjid-2017-0008&partnerID=40&md5=fdc3f6472d188fb0fc7b949800a99b4d},
doi = {10.3233/jid-2017-0008},
issn = {10920617},
year = {2018},
date = {2018-01-01},
journal = {Journal of Integrated Design and Process Science},
volume = {21},
number = {4},
pages = {41-56},
publisher = {IOS Press},
abstract = {Social communication impairment is pervasive among children diagnosed with Autism Spectrum Disorder (ASD) and participating in the respective community as a full-fledge member requires positive social behaviours. To help these children acquire acceptable social behaviours, social story approach as an eminent social skills intervention technique makes use of engaging and relevant social stories. Though reported effective, not all social stories created are equally effective for all children in addition to a significant amount of human intervention this approach requires and teacher/ caretaker's difficulties in providing full-individualized attention. This study investigated how digital social stories intervention augmented with differentiated instructions could help overcome these drawbacks while supplementing the social communication needs of the children with ASD. The results of this study were positive and the proposed approach was effective in improving social behaviours of the children with ASD. © 2017 - IOS Press and the authors. All rights reserved.},
note = {cited By 1},
keywords = {Autism Spectrum Disorders, Differentiated Instruction, Diseases, E-learning, Human Intervention, Social behaviour, Social Communications, Social Skills, Social Stories, Social Story Interventions, Teaching},
pubstate = {published},
tppubtype = {article}
}