University of Tennessee, Knoxville, 37996-3442, USA.
Behav Modif. 2012 May;36(3):399-425. doi: 10.1177/0145445512442683. Epub 2012 May 17.
Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories™ intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories™ to specific functions of behaviors increased task-engagement behaviors in the general education classroom for all students. In addition, special and general education teachers, as well as participating students, reported favorable social acceptability of the intervention.
四名患有自闭症谱系障碍的中学生参加了简短的功能分析和视频社交故事干预，以矫正寻求注意力和逃避任务的行为。结果表明，将视频社交故事与行为的特定功能相匹配，增加了所有学生在普通教育教室中的任务参与行为。此外，特殊和普通教育教师以及参与的学生都报告了干预措施的良好社会可接受性。
