Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders

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Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders (2012, background): “Sansosti and Powell-Smith (2008) found that video modeling combined with CAT increased the frequencies of the targeted social and communication behaviors.”
Innovative technology-based interventions for autism spectrum disorders: A meta-analysis (2014, background): “…studies such as multiple-probe designs across participants (Cheng and Chen, 2010; Cheng and Ye, 2010; Hammond et al., 2010; Lacava et al., 2010; Sansosti and Powell-Smith, 2008; Simpson et al., 2004) and across settings (Ayres and Cihak, 2010; Ayres et al., 2009; Cihak et al., 2010; Hagiwara…”
Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework (2010, methodology): “The use of peers to help teach children with autism has been a commonly used method that has much research support (Chan et al. in press; Goldstein et al. 2007; Lord et al. 2001; Rogers 2000 ).”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “Implemented by researchers (Delano & Snell, 2006; Thiemann & Goldstein, 2001), by teachers (Bock, 2007a, 2007b; Scattone et al., 2006), and by teachers and/or others (Sansosti & Powell-Smith, 2006, 2008).”