Presentation Title

The Influence of Social Story interventions based on Maternal Education in Individuals with Autism Spectrum Disorder (ASD).

Presenter's Name(s)

Emily Elizabeth MoranFollow

Project Collaborators

Dr. Prelock (Collaborating Mentor), Dr. Coderre (Collaborating Mentor)

Abstract

The socio-economic status of populations that have been previously studies in ASD seldom identify the impact for varying levels of socio-economic status on outcomes, particularly the impact of maternal education. Fourteen participants, ages 7 to 13, were drawn from a larger study examining brain-behavior connections in ASD and response to a theory of mind intervention were included in this study. Children with and without ASD were assessed for ToM understanding, language, and nonverbal intelligence prior to the start of a Social Story intervention focused on one of the following emotions: surprise, embarrassment, and desire-based emotion. Following intervention, ToM skills were reassessed and served as a comparative measure of change. Results are currently being examined to determine improvement in theory of mind following intervention, and any influence of maternal education improvement observed.

Primary Faculty Mentor Name

Dr. Prelock

Secondary Mentor NetID

ecoderre

Secondary Mentor Name

Dr. Coderre

Status

Undergraduate

Student College

College of Nursing and Health Sciences

Program/Major

Communication Sciences and Disorders

Primary Research Category

Health Sciences

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The Influence of Social Story interventions based on Maternal Education in Individuals with Autism Spectrum Disorder (ASD).

The socio-economic status of populations that have been previously studies in ASD seldom identify the impact for varying levels of socio-economic status on outcomes, particularly the impact of maternal education. Fourteen participants, ages 7 to 13, were drawn from a larger study examining brain-behavior connections in ASD and response to a theory of mind intervention were included in this study. Children with and without ASD were assessed for ToM understanding, language, and nonverbal intelligence prior to the start of a Social Story intervention focused on one of the following emotions: surprise, embarrassment, and desire-based emotion. Following intervention, ToM skills were reassessed and served as a comparative measure of change. Results are currently being examined to determine improvement in theory of mind following intervention, and any influence of maternal education improvement observed.