Effects of Curriculum-linked Social Story Intervention with Video Self-modeling on Academic Engagement Behaviors of a High School Student with Autism Spectrum Disorders

The purpose of this study was investigate the effects of curriculum-linked social story intervention with video self-modeling on academic engagement behaviors of high school student with autism spectrum disorders(ASD). The participant was a second grade in high school student with ASD attending a special class located in Gyeonggi-do. The multiple probe design across behaviors was applied to the research design, and it proceeded in order of baseline, intervention, and maintenance. The intervention was conducted two to three times a week in the special class. Reading social story with video self-modeling, assessment of social story comprehension, and role play activities were all carried out. Classroom participation behaviors were defined as preparing for class, engaging in class activities, and listening attentively. The result of this study was as follows. The curriculum-linked social story intervention with video self-modeling was effective for increasing the academic engagement behaviors of a high school student with ASD. The effect of the intervention was maintained after the intervention. Therefore, the intervention can be considered to have had a positive impact on the classroom participation behavior of the high school student with ASD. This study is significant in that it implemented the intervention in a natural classroom settings linked to the curriculum of Korean language and social studies, using a combination of video self-modeling and social stories as visual cues to enhance the academic engagement behavior of the high school student with ASD.