Evidence map›Paper›PMID 41205091›Full record

ArticleJournal of autism and developmental disorders2025

Digital Social Stories for Teaching Earthquake Safety Skills to Individuals With Autism Spectrum Disorder.

Seçil Ulaşman, Tuğba Sivrikaya

Abstract read
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Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Seçil UlaşmanTuzla Ataturk Primary School, Tuzla, Turkey.ORCID http://orcid.org/0009-0008-4815-7425
Tuğba SivrikayaDepartment of Special Education, Faculty of Education, Bolu Abant Izzet Baysal University, Z16 Gölköy Campus, 14020, Bolu, Turkey. tugba.sivrikaya@ibu.edu.tr.ORCID http://orcid.org/0000-0003-0707-1023

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeThis study evaluates digital social stories' effectiveness in helping individuals with autism spectrum disorder acquire, generalize, and maintain earthquake safety skills.

methodsParticipants were three students with autism spectrum disorder in a primary school special education class. We used the multiple probe model across participants to assess how digital social stories facilitated learning the "Drop, Cover, and Hold On" technique and safe evacuation. The intervention included baseline, instruction, fading, probe, follow-up, and generalization sessions. Data collection used tools developed with the skill analysis recording technique.

resultsFindings indicate digital social stories effectively helped all participants acquire earthquake safety skills. The intervention supported skill generalization to different settings and maintained them during follow-up sessions in the first, third, and fifth weeks post-instruction.

conclusionThis study shows that digital social stories can enhance the acquisition, generalization, and maintenance of safety skills in individuals with autism spectrum disorder when taught in a safe, simulated environment designed to prepare them for emergencies.

Indexed as

Autism spectrum disorderDigital social storiesEarthquake safety skillsSafety skills

Identifiers

PMID41205091

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.