Comparison the Effects of Visual Activities Schedule and Social Narratives on Social Interaction in Children with Autism Spectrum Disorder

Impairment of social interaction is one of the prominent features of autism spectrum disorder (ASD). The aim of this study was to compare the effects of visual activities schedule (VAS) and social narratives (SN) on social interaction in the children with ASD.

In a quasi-experimental and single-subject study with ABAB design, eight boys with ASD were selected from a population of 7-12 year-old children by convenience method in Welfare Centers in Mashhad City. The children assigned to two groups including visual activities schedule and social narratives groups. In order to determine the content of each intervention, target behaviors recognized through interview with family, mentor, and observation of the child’s behavior.Each group attended 20 intervention sessions (five times a week; 30 minutes per session). The information collected through systematic observation and Autism Social Skills Profile and data were analyzed using baseline diagrams, effect size, and improvement percentage.

Findings showed that 15.34% and 10.45% of social interaction in children with ASD were due to receiving visual activities schedule and social narratives respectively. In addition, visual activities schedule and social narratives led to improvement of 16.09% and 9.24% in social reciprocity, 11.27% and 7.93% in social participation, 38.70% and 16.34% in detrimental social behaviors respectively. Systematic observation showed that visual activities schedule led to increased social reciprocity and social participation in four children and reduced detrimental social behaviors in one child respectively. Although, social narratives led to improvement of social reciprocity in four children, social participation in two children and detrimental social behaviors in three children.

Since, both interventions (visual activities schedule and social narratives) were effective in the improvement of social interaction, it seems that similar intervention for children with ASD can improve social interaction and prevent behavior disorders.