Abstract:
The purpose of this thesis was to explore the effectiveness (or otherwise) of an autism-specific techniques (Social Stories and Comic Strip Conversations) in improving the social understanding and inclusion of two 8 year olds, one 7 year old, and one 4 year old students who have autistic spectrum impairments.
Due to a lack of empirical research, an exploratory, qualitative, multiple-case design case study was developed, drawing on a variety of data for the purpose of triangulation including journals, audio tape transcriptions, work samples, documents, repeated anecdotal observations, and interviews. Analysis included within-case and cross-case, and member-checking.
Emerging themes from the cases were:-
the application of the technique to control or modify behaviours:
the effect of obsessions and anxiety on the outcomes;
the problems of combining behavioural techniques;
the need for autism-specific training for parents and professionals who use social understanding techniques, and
the impact of a lack of autism specific knowledge on resources and support for the individuals and their families.
A 'discovery' was made through increasing and ensuring child participation and perspective by 'verifying' the stories. Thematic implications are discussed in the New Zealand context, recommendations given to practitioners, and areas for further investigation identified for researchers.
