MESA Outcomes

The University of Iowa
Regional Autism Services Program
Child Health Specialty Clinic

Outcomes

Experience Story Data from Parents
of Children with Autism Spectrum Disorders
Round One Results: May 1999-Jan. 2000

From Parent Education Connection Presentation
We Do IT! We See It! We Understand It!
February 2000

Parents of children with autism described the outcomes of the experience story approach with their young children. This picture and print activity increased interest and independence in reading with new language and behaviors learned.

An Experience Story Kit is available for families of children with autism spectrum disorders from the Regional Autism Services Program (see application). This kit contains a pocket camera to take pictures as your child is experiencing a new event or routine. You can make a book (provided) by writing a phrase or sentence per page with each picture illustrating the sequence. You will be asked to provide feedback to this program about the outcome of your story.

Data about the "summer" 1999 project thus far:

43 applications were received after various advertisements
Eight of fifteen AEA’s had parents participating
Average age of children participating was 5 years old with range 1-16 years
35% of applicants received extended year services; same percentage for waiver

76% of responders indicated improvement of attending/independence to experience stories over traditional books

Range of improvement varied: no change, one level improvement, two levels improvement (very little interest, some interest, can read one book by themselves, can read two books by themselves)
Behavior change was targeted six times more often than new vocabulary
Frequency of content of stories ranged: Vacation, Community access or recreation, transitioning someplace, self-awareness of abilities or preferences

We know that many children with autism are visual learners. This experience story approach taps into the strengths of these learners by connecting an experience with a picture representation and a printed word. It helps them anticipate a correct sequence of behaviors or events and thereby improves their behavior. These results indicate how parents can focus on developing student understanding and competence in language and literacy of instruction, as well as teaching new behavioral routines and enhancing independence.

Sue Baker, M. S., Autism Services Consultant
Child Health Specialty Clinic
100 Hawkins Drive Room 239
Iowa City, IA 52242-1011
319-356-4619
e mail: sue-baker@uiowa.edu