Abstract
The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.
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Acknowledgments
The authors would like to express thanks to the participants for their cooperation throughout the research. The findings of the study was presented as an oral presentation 32st National Special Education Congress, Türkiye. 2022. Author would like to thank’s Richard BACH's "Jonathan Livingston Seagull", which inspired me to design and conduct this manuscript.
Funding
No funding was received for conducting this study.
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Authors and Affiliations
Contributions
The author, İÇT and HUA were involved in the stages such as designing the research according to the single-subject research model, collecting the data, analysis of data and creating the target social skills steps to be taught. All materials and literature reviews, intervention reliability about the power card strategy, which is the independent variable of the research, were conducted by YGA and HUA. The carried out the intervention process of the research under the consultancy of HUA, İÇT and YGA. All authors took an active role in the reporting and presentation of the research.
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Appendices
Annex-1
Social Validity Form for Parents' Opinions
Name-Surname: Date:
Dear parents,
In this form, there are questions to determine your opinions about teaching your child how to respond to bullying using the power card strategy. Please read and answer the questions. If there is any information you would like to add, you can share it.
Thank you for your participation.
-
1.
When you evaluate your child, how do you think the implementation of the power card strategy changed your child's social development?
-
2.
Do you find this practice effective for your child?
-
3.
What other areas do you think the power card strategy can be effective?
-
4.
How do you think the strategies to cope with bullying will contribute to your child’s social life?
-
5.
Do you think it is important for your child to learn the strategies to cope with bullying?
-
6.
For which skills would you like the power card strategy to be used in the home environment? Can you give an example?
-
7.
Is there anything else you would like to add?
Annex-2
Social Validity Form for Teachers' Opinions
Name-Surname: Date:
Dear Colleague,
In this form, there are questions to determine your opinions about teaching your student how to respond to bullying using the power card strategy. Please read and answer the questions. If there is any information you would like to add, you can share it.
Thank you for your participation.
-
1.
When you evaluate your student, how and in what way do you think the implementation of the power card strategy changed your student's social development?
-
2.
Do you find this implementation we provided to your student effective? What other areas do you think it can be effective? Can you expand?
-
3.
How do you think the strategies to cope with bullying your student has acquired will contribute to his or her social life?
-
4.
How do you think your student's learning of these strategies will contribute to your future work with him or her?
-
5.
Which other students would you like to use the power card strategy in their education and in which skill areas? Can you give an example?
-
6.
Is there anything else you would like to add?
Annex-3
Social Validity Form for Students' Opinions
Name-Surname: Date:
After reading the questions below, color the appropriate answer.
-
1.
When you watched the animations, did you want to get help from the power card?
-
2.
When you read the power card, did you understand how the piano-playing girl/Roblox/Huggy Wuggy dealt with the problem (when the piano-playing girl/Roblox/Huggy Wuggy was not allowed to play, was pushed or was tickled)?
-
3.
Can you follow the same steps as the piano playing girl/Roblox/Huggy Wuggy when someone is not letting you in the game, pushing you or tickling you?
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4.
Do you like reading the power card? Do the power cards help you remember what to do?
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5.
Does it feel good to have a power card?
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Cite this article
Ulu Aydin, H., Cifci Tekinarslan, I. & Gulec Aslan, Y. The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder. J Autism Dev Disord (2023). https://doi.org/10.1007/s10803-023-06161-w
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DOI: https://doi.org/10.1007/s10803-023-06161-w