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Effects of multimedia teaching integrated social story on autistic children’s social interaction

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Abstract

Most autistic students suffer from the problems of social interaction and interpersonal communication, and most teachers and peers do not know how to get along with their special and irrational behaviors and limited communication methods. Some autistic students could present interests and motivation on interpersonal interaction and are proactive, but it becomes the one-way and age-unmatched weird performance. Assisting autistic students in adapting to school life, enhancing appropriate interactive behaviors, and reducing improper social interaction are the challenges for teachers. Nonequivalent pretest posttest control group design is utilized in this study for the quasi-experimental research. Total 72 students in two classes of a special education school in Fujian Province are selected as the research subjects. The research results reveal (1) significant effect of multimedia teaching on social interaction, (2) remarkable effects of Social Story on social interaction, and (3) the optimal effect of multimedia teaching on the promotion of social interaction with Social Story. Finally, suggestions, according to the results, are proposed, expecting to help autistic students survive in the environment, appropriately interact with people, and effectively enhance the training of social interaction.

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Authors and Affiliations

  1. Department of Business Administration, National Yunlin University of Science and Technology, 123 University Road, Section 3, Douliou, 64002, Yunlin, Taiwan, ROC

    Kuan-Hung Chen

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  1. Kuan-Hung Chen
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Correspondence to Kuan-Hung Chen.

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Chen, KH. Effects of multimedia teaching integrated social story on autistic children’s social interaction. Qual Quant 52 (Suppl 2), 1399–1408 (2018). https://doi.org/10.1007/s11135-018-0731-8

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