The Power Card Strategy: Strength-Based Intervention against Bullying for Children with Autism Spectrum Disorder
Saved in:
| Title: | The Power Card Strategy: Strength-Based Intervention against Bullying for Children with Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Hatice Ulu Aydin (ORCID |
| Source: | Journal of Autism and Developmental Disorders. 2024 54(12):4408-4431. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Autism Spectrum Disorders, Students with Disabilities, Bullying, Victims, Coping, Intervention, Visual Aids, Student Welfare, Patterned Responses |
| DOI: | 10.1007/s10803-023-06161-w |
| ISSN: | 0162-3257 1573-3432 |
| Abstract: | The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447827 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHCygVGosf3JWyuFbOrzKInAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKyK-ACORAvcecFOXQIBEICBm3CRQIsPNOeV9f1i_U3SLCmFhwgOewS_pWc9Z2vIWhvMCu4zKJd2g3zYcIvffyuX_3Wc45APYYksBvp0Ik9b1QpbE9eUqdZM_Dk8xIQ1IbfNRxJG7v6kV8-krYqeXKAphQQoJUJW8N6ncvB7GT9ZQkTxbJN8BEeolQPkPMXnoU7sLGDN8fbrTjbf3YdlTlWQKgomkZN6Q_rkqr4Y Text: Availability: 1 Value: <anid>AN0180804673;aut01dec.24;2024Nov13.05:17;v2.2.500</anid> <title id="AN0180804673-1">The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder </title> <p>The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.</p> <p>Keywords: Power card strategy; Autism spectrum disorder; Bullying; Coping with bullying</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <p>Bullying is a serious societal and public health issue worldwide (Halliday et al., [<reflink idref="bib48" id="ref1">48</reflink>]; Hwang et al., [<reflink idref="bib55" id="ref2">55</reflink>]; Zablotsky et al., [<reflink idref="bib113" id="ref3">113</reflink>]). A large international study conducted by the World Health Organization with approximately 134,000 children aged 11–15 years reported that one-third of the children were bullied or subjected to bullying from time to time (Molcho et al., [<reflink idref="bib70" id="ref4">70</reflink>]). According to Olweus ([<reflink idref="bib76" id="ref5">76</reflink>]) and Gray ([<reflink idref="bib42" id="ref6">42</reflink>]), bullying, which is a subtype of aggressive behavior, occurs when a person is exposed to the negative actions of one or more people in a continuous and repetitive manner over time. The bullying dynamic, which includes a power imbalance between individuals, intentionality, and continuity, consists of three possible participants: (a) the bully, (b) the victim and (c) the bystander (Olweus, [<reflink idref="bib75" id="ref7">75</reflink>], [<reflink idref="bib76" id="ref8">76</reflink>]). Although bullying occurs in various ways, the most common types of bullying are physical, verbal and relational bullying. Verbal bullying includes name-calling, gossip or verbal threats; physical bullying includes beatings and property damage; and relational/social bullying or social exclusion includes gossip or exclusion with the intent to harm social status and/or self-esteem (Wang et al., [<reflink idref="bib107" id="ref9">107</reflink>]). Although bullying is a significant problem for all students, students with ASD are more likely to be victims of bullying (Cappadocia et al., [<reflink idref="bib17" id="ref10">17</reflink>]; Hong et al., [<reflink idref="bib51" id="ref11">51</reflink>]; Park et al., [<reflink idref="bib77" id="ref12">77</reflink>]; Sterzing et al., [<reflink idref="bib95" id="ref13">95</reflink>]; Taylor et al., [<reflink idref="bib97" id="ref14">97</reflink>]; Ulu-Aydın, [<reflink idref="bib102" id="ref15">102</reflink>]). Research findings show that students with ASD are at a greater risk of being bullied than their peers with normal development and peers affected by other developmental disabilities (Carter, [<reflink idref="bib19" id="ref16">19</reflink>]; Eroglu &amp; Kilic, [<reflink idref="bib34" id="ref17">34</reflink>]; Little, [<reflink idref="bib67" id="ref18">67</reflink>]; Wainscot et al., [<reflink idref="bib106" id="ref19">106</reflink>]). Little ([<reflink idref="bib67" id="ref20">67</reflink>]) reported that students with ASD were 4 times more likely to be bullied than their typically developing peers. Wainscot et al. ([<reflink idref="bib106" id="ref21">106</reflink>]) and Carter ([<reflink idref="bib19" id="ref22">19</reflink>]) found that 65% of students with ASD were bullied. In a study conducted in Turkey, Eroglu and Kilic ([<reflink idref="bib34" id="ref23">34</reflink>]) reported that children with ASD had a higher risk of being bullied than children with other developmental disorders.</p> <p>ASD, which has a reported prevalence rate of 1 in 36 in recent years, is a diagnostic group with problems in two main areas: basic deficits in social communication and the presence of limited, repetitive and stereotyped behaviors (American Psychiatric Association, [<reflink idref="bib2" id="ref24">2</reflink>]; Centers for Disease Control &amp; Prevention, [<reflink idref="bib23" id="ref25">23</reflink>]). The most prominent symptoms of ASD include social skill deficiencies, difficulties in understanding the feelings and thoughts of others, and limited social interaction and communication skills (American Psychiatric Association, [<reflink idref="bib2" id="ref26">2</reflink>]; Willsey et al., [<reflink idref="bib108" id="ref27">108</reflink>]). These symptoms make children with ASD more vulnerable to bullying (Arora, [<reflink idref="bib4" id="ref28">4</reflink>]; Cappadocia et al., [<reflink idref="bib17" id="ref29">17</reflink>]), and the fact that these children are prone to social isolation and generally prefer to be alone is one of the reasons why they have more exposure to bullying (Dubin, [<reflink idref="bib33" id="ref30">33</reflink>]). In addition, students with ASD are more likely to be bullied due to their impulsive behavior, failure to report bullying to others and internalizing of bullying (Card &amp; Hodges, [<reflink idref="bib18" id="ref31">18</reflink>]) since they often have difficulties understanding the thoughts of others. In other words, children with ASD show limitations in correctly perceiving the mental states of others, such as intentions, feelings, desires and beliefs (Astington &amp; Barriault, [<reflink idref="bib5" id="ref32">5</reflink>]). Therefore, these students may not understand that they are being bullied by their peers in schools. They may think of bullying by their peers as a typical game or a confusing behavior (Attwood, [<reflink idref="bib6" id="ref33">6</reflink>], [<reflink idref="bib7" id="ref34">7</reflink>]; Blacher &amp; Lauderdale, [<reflink idref="bib12" id="ref35">12</reflink>]). Since all the characteristics that bullies seek in their victims exist in children with ASD, these children are excellent targets for bullies (Dubin, [<reflink idref="bib33" id="ref36">33</reflink>]). Although some studies in the literature point to ASD-specific core symptoms such as inadequate social interaction and communication skills as reasons why students with ASD are at higher risk of bullying compared to other students (Arora, [<reflink idref="bib4" id="ref37">4</reflink>]; Cappadocia et al., [<reflink idref="bib17" id="ref38">17</reflink>]; Card &amp; Hodges, [<reflink idref="bib18" id="ref39">18</reflink>]; Rowley et al., [<reflink idref="bib88" id="ref40">88</reflink>]; Ulu-Aydın, [<reflink idref="bib102" id="ref41">102</reflink>]; Van Roekel et al., [<reflink idref="bib103" id="ref42">103</reflink>]), this situation may be explained by possible reasons other than the core characteristics of ASD, such as lack of a system/practice for dealing with bullying in schools and a lack of empathy for students with ASD. Hence, developing a specific school-wide system or practice to deal with bullying in schools (González-Calatayud et al., [<reflink idref="bib41" id="ref43">41</reflink>]), empathizing with students with ASD, and establishing an ASD-friendly environment are factors that predict bullying prevention (Cook et al., [<reflink idref="bib24" id="ref44">24</reflink>]). Bullying among students may be caused by several reasons, and a single cause that cannot be identified (Bauminger et al., [<reflink idref="bib9" id="ref45">9</reflink>]; Campbell et al., [<reflink idref="bib16" id="ref46">16</reflink>]; Cook et al., [<reflink idref="bib24" id="ref47">24</reflink>]; González-Calatayud et al., [<reflink idref="bib41" id="ref48">41</reflink>]; Hodgins et al., [<reflink idref="bib50" id="ref49">50</reflink>]; Humphrey &amp; Hebron, [<reflink idref="bib53" id="ref50">53</reflink>]). Various measures can be taken to cope with bullying in schools in the context of all possible reasons emphasized in the literature (González-Calatayud et al., [<reflink idref="bib41" id="ref51">41</reflink>]; Hong et al., [<reflink idref="bib51" id="ref52">51</reflink>]; Zablotsky et al., [<reflink idref="bib112" id="ref53">112</reflink>]). Implementing school-wide comprehensive practices with a team approach that includes school administration, teachers, parents, psychologists, other children, the bullying child and the victimized child is crucial to prevent bullying at schools (Cook et al., [<reflink idref="bib24" id="ref54">24</reflink>]; Gray, [<reflink idref="bib42" id="ref55">42</reflink>]; Heinrichs, [<reflink idref="bib49" id="ref56">49</reflink>]; Olweus, [<reflink idref="bib75" id="ref57">75</reflink>]). In particular, teaching peers at school how to communicate with and support students with ASD is a factor that prevents bullying because when peers have insufficient awareness of ASD, it makes it difficult for them to accept the differences of students with ASD (Cook et al., [<reflink idref="bib24" id="ref58">24</reflink>]). In such situations, the frequency and quality of interactions between students with ASD and their peers decreases, their social support network becomes more limited and their friendships are weakened (Campbell et al., [<reflink idref="bib16" id="ref59">16</reflink>]). As a result, the inability to take the necessary precautions regarding peer relationships at school leads to reduced motivation for students with ASD to establish social relationships, and peer groups lose the opportunity to become familiar with students with ASD. Thus, weakened social support can lead to bullying, social exclusion and loneliness for students with ASD (Bauminger et al., [<reflink idref="bib9" id="ref60">9</reflink>]). For this reason, it is extremely important to create social environments that support students with ASD and that encourage peers to interact with these students (Humphrey &amp; Hebron, [<reflink idref="bib53" id="ref61">53</reflink>]). In addition to creating a school environment that understands and supports students with ASD and conducting an effective school-wide intervention (Cook et al., [<reflink idref="bib24" id="ref62">24</reflink>]; González-Calatayud et al., [<reflink idref="bib41" id="ref63">41</reflink>]; Hong et al., [<reflink idref="bib51" id="ref64">51</reflink>]), it is important to teach individual-level bullying coping strategies to students with ASD in the context of bullying intervention (Attwood, [<reflink idref="bib6" id="ref65">6</reflink>]; Gray, [<reflink idref="bib42" id="ref66">42</reflink>]). Accordingly, teaching individuals with ASD strategies to cope with bullying, in other words, teaching them how to respond to bullying, is an essential part of bullying prevention (Hodgins et al., [<reflink idref="bib50" id="ref67">50</reflink>]; Rex et al., [<reflink idref="bib85" id="ref68">85</reflink>]). Especially considering that bullying occurs when adults are not around (Rex et al., [<reflink idref="bib85" id="ref69">85</reflink>]; Smith &amp; Sharp, [<reflink idref="bib91" id="ref70">91</reflink>]), it is very important to provide these children with strategies to cope with bullying at the individual level because adults may be unaware of the situation unless they are told and may not be able to intervene at the right moment (Craig et al., [<reflink idref="bib26" id="ref71">26</reflink>]). In the same vein, the time spent at school can be difficult for children with ASD because they do not tend to cooperate with teachers or other people when they are bullied (Hagland, [<reflink idref="bib47" id="ref72">47</reflink>]).</p> <p>Studies have shown that school-aged students who experience bullying are more likely to experience social avoidance (Storch &amp; Masia-Warner, [<reflink idref="bib96" id="ref73">96</reflink>]), fear of school and concentration problems (Bernstein &amp; Watson, [<reflink idref="bib10" id="ref74">10</reflink>]), low self-esteem, depression, anxiety, dissatisfaction with school life, reluctance to attend school, the perception of school as an unsafe place and the perception of the school environment as an unhappy place (Rigby, [<reflink idref="bib86" id="ref75">86</reflink>]), suicide risk and dropping out of school (Bond et al., [<reflink idref="bib13" id="ref76">13</reflink>]; Nordhagen et al., [<reflink idref="bib73" id="ref77">73</reflink>]). Bullying is an important source of stress for children and is addressed within the framework of coping with stress (Sandstrom, [<reflink idref="bib90" id="ref78">90</reflink>]; Sontag &amp; Graber, [<reflink idref="bib92" id="ref79">92</reflink>]). Coping involves ongoing thoughts and efforts to manage certain situations that are considered challenging or overwhelming (Lazarus, [<reflink idref="bib65" id="ref80">65</reflink>]) and purposeful cognitive and behavioral efforts to manage the internal and external demands of a stressor or alleviate emotional reactions (Compas et al., [<reflink idref="bib25" id="ref81">25</reflink>]). The ability to cope with stressors has a particularly strong impact on physical and mental health (National Scientific Council on the Developing Child, [<reflink idref="bib72" id="ref82">72</reflink>]). It is important to understand how bullying is handled by victims to reduce physiological arousal and psychological suffering in the face of this and similar stressors (Baron et al., [<reflink idref="bib8" id="ref83">8</reflink>]). Coping strategies are generally categorized into approach and avoidance responses (Roth &amp; Cohen, [<reflink idref="bib87" id="ref84">87</reflink>]). Approach strategies are actions or behaviors performed by an individual to directly change stressful situations. They involve active problem solving or seeking social support, including insight and support from others. Examples of approach strategies include talking to the bully to resolve the situation (e.g., "I don't deserve this, stop it"; "I don't like that, stop it"; "I don't care") (Gray, [<reflink idref="bib42" id="ref85">42</reflink>]), telling a teacher, parent or relative and seeking social support (Fields &amp; Prinz, [<reflink idref="bib36" id="ref86">36</reflink>]). Avoidance strategies include controlling anger, not displaying anger, not blaming oneself, staying calm, and maintaining self-confidence. These strategies enable the bullied individual to manage personal physiological and psychological reactions to the negative stressor (Attwood, [<reflink idref="bib6" id="ref87">6</reflink>]; Fields &amp; Prinz, [<reflink idref="bib36" id="ref88">36</reflink>]). For individuals with ASD, avoidance strategies can be used to stop a stressor such as bullying, approach strategies can be used to teach individuals with ASD to respond appropriately to bullying situations (Altomare et al., [<reflink idref="bib1" id="ref89">1</reflink>]; Carver et al., [<reflink idref="bib20" id="ref90">20</reflink>]; Kochenderfer-Ladd &amp; Skinner, [<reflink idref="bib60" id="ref91">60</reflink>]), and practices involving each strategy alone or a combination of the two strategies can also be used (Gray, [<reflink idref="bib42" id="ref92">42</reflink>]).</p> <p>The ASD literature includes limited studies on understanding bullying, reactions to bullying and coping with bullying using strategies based on both approaches (Altomare et al., [<reflink idref="bib1" id="ref93">1</reflink>]; Bitsika &amp; Sharpley, [<reflink idref="bib11" id="ref94">11</reflink>]; Humphrey &amp; Symes, [<reflink idref="bib54" id="ref95">54</reflink>]). One of the first studies on this area was qualitative research that investigated responses to bullying among 11- to 16-year-old students with ASD (Humphrey &amp; Symes, [<reflink idref="bib54" id="ref96">54</reflink>]). According to the findings, some participants sought social support from teachers, friends or classmates, some students tried to cope with bullying on their own and only drew upon social support as a last resort, some students displayed aggressive behaviors, and many students reported distrusting others and avoiding social interactions. Bitsika and Sharpley ([<reflink idref="bib11" id="ref97">11</reflink>]) conducted a study examining how students with ASD responded to bullying. The most frequently reported responses were walking away (56%), ignoring the incident (54%), saying something (44%), or avoiding the bully (40%). A smaller but significant percentage of the sample (33%) responded with physical aggression (e.g., hitting, pushing, kicking), and 17% responded by smiling to show that they were not affected by the bullying incident. When asked whether they told anyone about the bullying they had experienced, 76% of the sample reported that they had told their parents, 52% had told school staff (teachers, principals, or psychologists), 10% had told their siblings, and 15% had not told anyone. Altomare et al. ([<reflink idref="bib1" id="ref98">1</reflink>]) examined the coping strategies proposed by students with ASD against bullying. The children watched animations depicting characters who had experienced various forms of bullying at school and answered open-ended questions to explore their proposed coping strategies. Students proposed strategies such as reporting the bullying to someone, ignoring it, and changing schools. In another study investigating how adolescents with ASD understand bullying, male adolescents with ASD and typically developing peers were shown six videos depicting bullying scenarios and were interviewed after each video. The results showed that adolescents with ASD had significantly lower bullying comprehension scores than their typically developing peers. These findings suggest that adolescents with ASD understand bullying differently from their typically developing peers (Hodgins et al., [<reflink idref="bib50" id="ref99">50</reflink>]). Another study evaluated the effectiveness of a video modeling intervention to teach six children with ASD to respond assertively to bullying. All six children learned appropriate assertive responses to bullying scenarios via video modeling, and four out of the six children demonstrated what they learned in research on the school environment (Rex et al., [<reflink idref="bib85" id="ref100">85</reflink>]).</p> <p>When teaching coping skills to individuals with ASD against bullying, it is important to use evidence-based practices that have positive effects that are supported by research (National Autism Center, [<reflink idref="bib71" id="ref101">71</reflink>]; The National Clearinghouse on Autism Evidence &amp; Practice, [<reflink idref="bib99" id="ref102">99</reflink>]; The National Professional Development Center on Autism Spectrum Disorders, [<reflink idref="bib100" id="ref103">100</reflink>]). Video modeling (Rex et al., [<reflink idref="bib85" id="ref104">85</reflink>]), as evidence-based practice, and social stories (Gray, [<reflink idref="bib43" id="ref105">43</reflink>], [<reflink idref="bib42" id="ref106">42</reflink>]) and comic strip conversations (Gray, [<reflink idref="bib43" id="ref107">43</reflink>], [<reflink idref="bib42" id="ref108">42</reflink>]), as story-based practices, are ways of teaching strategies to recognize and cope with bullying situations; that is, they offer appropriate responses to bullying situations. The power card strategy, another story-based intervention, is used to teach many skills and behaviors to children with ASD, especially appropriate social skills (Daubert et al., [<reflink idref="bib28" id="ref109">28</reflink>]; Prince et al., [<reflink idref="bib83" id="ref110">83</reflink>]; Spencer et al., [<reflink idref="bib93" id="ref111">93</reflink>]) and communication skills (Davis et al., [<reflink idref="bib29" id="ref112">29</reflink>]). The power card strategy makes learning meaningful and fun by using the interests and motivations of individuals with ASD (Gagnon, [<reflink idref="bib38" id="ref113">38</reflink>]). Since power cards are based on the interests of individuals with ASD (favorite characters, games, activities) as a visual strategy, they support the strengths of students with ASD and increase their chances of achieving success during the learning process (Gagnon, [<reflink idref="bib38" id="ref114">38</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref115">39</reflink>]). Research in the field of special interests and ASD shows that children with ASD find the world more meaningful, feel more confidence and experience positive emotions when they are engaged in their special interests, and when their special interests are included in activities, students with ASD show improved socialization with typical peers (Cascio et al., [<reflink idref="bib21" id="ref116">21</reflink>]; Koegel et al., [<reflink idref="bib63" id="ref117">63</reflink>]; Uljarević et al., [<reflink idref="bib101" id="ref118">101</reflink>]; Winter-Messiers, [<reflink idref="bib110" id="ref119">110</reflink>]; Winter-Messiers et al., [<reflink idref="bib111" id="ref120">111</reflink>]). Special interests of individuals with ASD have a significant impact on their development, coping skills and well-being (Gagnon &amp; Myles, [<reflink idref="bib39" id="ref121">39</reflink>]). Although individuals with ASD have related difficulties, these difficulties that arise from the core symptoms of ASD can be transformed into ASD-related strengths, such as the ability to work for a long time on routine tasks, process visual information, adhere to rules, concentrate for a long time on tasks within the scope of special abilities and special interests in certain areas, and exhibit high motivation with appropriate support (American Psychiatric Association, [<reflink idref="bib2" id="ref122">2</reflink>]; Gunn &amp; Delafield-Butt, [<reflink idref="bib46" id="ref123">46</reflink>]; Koegel et al., [<reflink idref="bib61" id="ref124">61</reflink>]; Kunda &amp; Goel, [<reflink idref="bib64" id="ref125">64</reflink>]). In other words, if ASD-related difficulties are handled in different ways, they can be transformed into strengths that will make life easier for these students (Gagnon &amp; Myles, [<reflink idref="bib39" id="ref126">39</reflink>]; Ghanouni &amp; Quirke, [<reflink idref="bib40" id="ref127">40</reflink>]; Teti et al., [<reflink idref="bib98" id="ref128">98</reflink>]). Hence, it is important to focus on ASD-related strengths instead of deficits and to include these strengths in practices to help students in their development and in coping with difficult situations (Cascio et al., [<reflink idref="bib21" id="ref129">21</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref130">39</reflink>]; Koegel et al., [<reflink idref="bib63" id="ref131">63</reflink>]; Teti et al., [<reflink idref="bib98" id="ref132">98</reflink>]; Uljarević et al., [<reflink idref="bib101" id="ref133">101</reflink>]; Winter-Messiers, [<reflink idref="bib110" id="ref134">110</reflink>]; Winter-Messiers et al., [<reflink idref="bib111" id="ref135">111</reflink>]). Thus, strength-based strategies that include individual interests are used in teaching skills to individuals with ASD (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref136">15</reflink>]; Koegel et al., [<reflink idref="bib62" id="ref137">62</reflink>], [<reflink idref="bib63" id="ref138">63</reflink>]; Winter-Messiers et al., [<reflink idref="bib111" id="ref139">111</reflink>]). The power card strategy, a visual method that focuses on individuals' interests, may be an appropriate intervention to teach coping strategies against bullying. The power card strategy consists of two components: a scenario and a power card. The scenario includes a short story about the situation in which the individual experiences difficulty or the target skill to be acquired. The story includes sentences in which the hero/protagonist describes how he or she will behave in situations where he or she experiences problems or how the target skill will be performed. In the story, the situation experienced by the protagonist is defined by using the visuals of the protagonist of special interest. The importance of performing the target skill is emphasized, and appropriate skills are listed. The power card contains an image of the hero and a summary of the scenario consisting of 3–5 steps (Angell et al., [<reflink idref="bib3" id="ref140">3</reflink>]; Campbell &amp; Tincani, [<reflink idref="bib15" id="ref141">15</reflink>]; Davis et al., [<reflink idref="bib29" id="ref142">29</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref143">39</reflink>]).</p> <p>Several single-subject research studies have reported that the power card strategy is an effective tool for increasing appropriate skills and reducing problem behaviors. The power card strategy was used to teach a 10-year-old child sportsmanship skills and to reduce inappropriate behaviors (Keeling et al., [<reflink idref="bib59" id="ref144">59</reflink>]), to teach a 5-year-old child with ASD social skills to facilitate interaction with peers (Spencer et al., [<reflink idref="bib93" id="ref145">93</reflink>]), to improve the conversational skills of three children with Asperger's syndrome (Davis et al., [<reflink idref="bib29" id="ref146">29</reflink>]), to solve the difficulties of three 10-year-olds in switching between classroom activities (Angell et al., [<reflink idref="bib3" id="ref147">3</reflink>]), to increase the ability of three 6-year-olds to follow directions (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref148">15</reflink>]), to increase the socially appropriate turn-taking skills of two 9- and 10-year-old children (Daubert et al., [<reflink idref="bib28" id="ref149">28</reflink>]), and to increase the social comments of three children with ASD to their peers while playing (Prince et al., [<reflink idref="bib83" id="ref150">83</reflink>]). The research shows that the acquisition of skills is preserved (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref151">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref152">28</reflink>]; Prince et al., [<reflink idref="bib83" id="ref153">83</reflink>]; Spencer et al., [<reflink idref="bib93" id="ref154">93</reflink>]), and they can be generalized to individuals in different environments (Davis et al., [<reflink idref="bib29" id="ref155">29</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref156">59</reflink>]; Prince et al., [<reflink idref="bib83" id="ref157">83</reflink>]). In addition to the findings of some of these studies, social validity findings show that the power card strategy is a low-cost, effective, practical and easy strategy (Angell et al., [<reflink idref="bib3" id="ref158">3</reflink>]; Campbell &amp; Tincani, [<reflink idref="bib15" id="ref159">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref160">28</reflink>]; Davis et al., [<reflink idref="bib29" id="ref161">29</reflink>]; Prince et al., [<reflink idref="bib83" id="ref162">83</reflink>]).</p> <p>Four of the single-subject model studies conducted with the power card strategy examined the effects of the strategy in teaching social skills to children with ASD (Daubert et al., [<reflink idref="bib28" id="ref163">28</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref164">59</reflink>]; Prince et al., [<reflink idref="bib83" id="ref165">83</reflink>]; Spencer et al., [<reflink idref="bib93" id="ref166">93</reflink>]), one examined the effectiveness of the power card strategy in teaching communication and conversation skills to children with ASD (Davis et al., [<reflink idref="bib29" id="ref167">29</reflink>]), and another study examined the effectiveness of the power card strategy in teaching transition skills to students with ASD (Angell et al., [<reflink idref="bib3" id="ref168">3</reflink>]). Campbell and Tincani ([<reflink idref="bib15" id="ref169">15</reflink>]) examined the effectiveness of the power card strategy in teaching instructional skills to children with ASD.</p> <p>The literature emphasizes the need for new studies that examine the effectiveness of this strategy in teaching new and different skills since it has been found to be effective in teaching various skills and behaviors (Angell et al., [<reflink idref="bib3" id="ref170">3</reflink>]; Campbell &amp; Tincani, [<reflink idref="bib15" id="ref171">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref172">28</reflink>]). In line with the importance of teaching students coping strategies against bullying to prevent bullying situations, which are quite common in schools (Hodgins et al., [<reflink idref="bib50" id="ref173">50</reflink>]; Rex et al., [<reflink idref="bib85" id="ref174">85</reflink>]), this study attempted to teach students the power card strategy. The fading process of the power cards was included in the study to assess retention of the learned responses. It is believed that this study will be useful for practice and further research. This study aimed to assess the effectiveness of the power card strategy to teach students with ASD strategies to cope with bullying based on the following four research questions:</p> <p></p> <ulist> <item> What is the effect of the power card strategy on the acquisition of strategies to cope with bullying by students with ASD?</item> <p></p> <item> Do the effects continue in the retention phase following the acquisition of the target coping strategies with the power card strategy?</item> <p></p> <item> Can the target strategies to cope with bullying acquired by the power card strategy be generalized to different bullying situations?</item> <p></p> <item> Are parents, teachers and students satisfied with the results of the power card strategy intervention?</item> </ulist> <hd id="AN0180804673-2">Methods</hd> <p></p> <hd id="AN0180804673-3">Participants</hd> <p>The study participants consisted of three students with ASD (Asli, Can, Cem), three parents (M1, M2, M3), three teachers (T1, T2, T3) and a school psychologist (P). Pseudonyms and codes were used to ensure the privacy of the participants in the study. Before the research, interviews were held with the school administration, classroom teachers and families to obtain information about the students and to provide information about the power card strategy and the duration, place and time of the implementation. The researcher followed the students in the natural school environment, including the classroom and recess, with the unobserved method to identify their interactions and communication with their peers and to observe problems they experienced, if any. The students Can and Cem attended different classes at the same school, while Asli attended another school. In line with the observations, teacher interviews and parent interviews, it was determined that all three students were victims of bullying. Before the study, the researcher verbally informed the parents and teachers about how long the study would last and explained that the study would be conducted outside of school hours. The researcher also discussed the elements of the power card strategy, the importance of special interests for students with ASD, and the need to provide students with strategies to deal with bullying. An informed consent form was prepared for the parents that stated that they allowed their child to participate in the implementation, that they were adequately informed about the study, that the implementation would not cause any psychological or physiological harm to their child and that they could withdraw from the study at any time during the implementation process. Thus, written and verbal permission to participate was obtained from teachers and parents for their students and children, respectively. Code names were given to all participants in accordance with ethical rules to keep the identities of the participants confidential. This study was approved by the state university ethics review board in 2021 prior to the research.</p> <hd id="AN0180804673-4">Students</hd> <p>All students who participated in the study were diagnosed with ASD by the department of pediatric mental health diseases of a university or a state hospital. The participating students were selected according to the factors stated by Gagnon and Myles ([<reflink idref="bib39" id="ref175">39</reflink>]) and with the following inclusion criteria: (a) having a special interest or a hero/role model, (b) not experiencing advanced difficulties in receptive language and cognitive skills, and (c) not exhibiting intense problem behaviors. Students were selected based on interviews conducted with teachers and classroom observations after confirming that they had not previously participated in any studies on coping with bullying and the power card strategy. The researcher introduced herself to all students before the research and verbally asked all students whether they would like to participate in a study where they would work with their special interests or favorite heroes. For example, the researcher told Asli, "Asli, the girl who plays the piano wants to teach you what to do if your friend tickles and bothers you. Would you like to work with the girl who plays the piano?" Asli replied to the questions by saying "Yes", "I want to", "When will we do it? Let's get started".</p> <p>Asli was a 9-year-old female student diagnosed with ASD. When Asli was observed by the researcher during recess, she walked around alone, did not communicate with her peers and did not participate in games. Interviews with her class teacher and the school counselor revealed that Asli was bullied by some children from another class in the schoolyard during recess hours. Asli's classmates expressed the bullying situation with the following statements: "Asli wants to play in the garden, but some children in another class always tell her that she is sick and cannot play with us, and they do not let Asli play. Asli is always walking around alone." In addition, Asli's class teacher said in an interview:The whole class loves Asli very much. All her classmates are aware of her special situation. However, her interaction with other students in the school is very limited during recess. I observe that she is usually only with her classmates. She prefers to be alone most of the time. Her social interaction and communication are very limited. Asli is constantly excluded by other children at school. I observed such situations several times when I was on hall monitor duty.In line with all the information obtained about Asli, it was determined that the children in other classes constantly bullied her by excluding her from games and saying, "You are sick; you cannot play with us!" The interviews with the teacher and Asli's mother demonstrated that Asli had limitations in skills such as following written instructions, using her spare time appropriately in the classroom and at home, finishing her homework on time, and responding appropriately to being mocked/called names at school. Asli chose the field of music from the special interest and favorite hero identification form and expressed her love for pianos.</p> <p>Can was a 7-year-old male student diagnosed with ASD. He was receiving inclusive education in the first grade of a primary school. As a result of observations by the researcher, it was found that Can had limitations in initiating communication. He tended to whine while obeying the classroom rules, exhibited shy behaviors and was constantly in an unhappy, sleepy state. As a result of interviews with Can's classroom teacher and his mother, it was determined that some children in the other classes bullied him in the school environment. According to the information obtained, Can was constantly pushed and thrown to the ground by some students in the school corridor during breaks. His teacher reported that Can did not know what to do in such situations, and he cried and asked his mother to come and pick him up from school. Can's mother stated that he was bullied:One day, the teacher called me from school and told me that Can was crying and asked me to come and pick him up from school. Can said that when he went out for recess in the corridor, children in another class kept pushing him. When I asked him what he did in this situation, he said that he apologized to the boy who pushed him. Can is very inadequate in defending himself. He is very passive among other children. I am worried about him.According to the information received from Can's classroom teacher, Can exhibited timid and shy behaviors at school and sometimes said that he wanted to leave the school while crying intensely. Based on the interviews with his teacher and his mother, it was determined that Can had difficulties in skills such as starting a new activity, giving positive feedback to others, and responding appropriately to being teased/called names at school. The researcher found that Can was able to perform calendar calculations (e.g., calculating which day a future or past date corresponds to), knew the names of streets by heart, and was very willing to chat about these topics. Based on interviews conducted by the researcher with Can, the information received from his mother and the information in the form completed by Can, it was determined that Can's favorite game was Roblox and that he wanted to work with the characters of this game.</p> <p>Cem was an 8-year-old male student diagnosed with ASD. He was receiving inclusive education in the second grade of primary school. As a result of the observations made by the researcher in the inclusive setting, it was determined that when Cem did not want to do something in the classroom, he generally exhibited behaviors such as hitting, shouting, stomping his foot, banging his hand on the table, and scribbling with a pencil. Especially in the reading and writing lesson, the researcher observed him hitting the table and shouting "Enough is enough!" Cem sometimes ate napkins and paper during or between lessons. According to information received from Cem's classroom teacher, Cem ate parts of his textbook (the white places on the side of the pages), leaving the activity pages intact and collecting pieces of paper under his desk. When his teacher asked Cem to throw away the papers he had collected, he refused to do so and pretended to throw them away, hiding them behind the bin. The information received from his teacher stated that Cem wanted to sit in the back row of the classroom and did not allow anyone to sit behind or next to him. It was also observed that at times, Cem did not want to follow the instructions in the classroom. In the interviews with Cem's class teacher and his mother, it was determined that Cem was bullied by a friend in his class. His friend annoyed and bothered Cem by tickling him during breaks. Cem was extremely disturbed by this situation and hit his friend because he was not able to give the appropriate response.</p> <p>Cem's mother said,There is a child in our class. He tickles Cem all the time. Cem is very uncomfortable, but the boy tickles him more to annoy him. Cem hits the boy because he doesn't know what to do. I observed this situation many times when I was at school.Cem's classroom teacher said,Cem sometimes experiences problems in the classroom and with other children at school. He has problems, especially with a friend in the class. His friend tickles Cem. Cem hits his friend. This happens constantly. I talked with the children and talked about Cem's special situation, but we didn't get sufficient results from that.In addition, Cem has difficulties in social skills such as helping others, working cooperatively, starting new activities, giving positive feedback to others, coping with blame at school, responding appropriately to being mocked/called names, and asking for feedback on his work. In interviews conducted with Cem and his mother, it was determined that Cem liked the Huggy Wuggy plush toy very much and was particularly interested in this toy. His mother stated that Cem slept with a Huggy Wuggy plush toy, wanted to carry this toy with him all the time and went everywhere with it. In the special interest and favorite hero identification form prepared for Cem, he chose the Huggy Wuggy toy among the visuals and verbally stated that he wanted to work with the toy character by saying, "I want to work with Huggy Wuggy!".</p> <hd id="AN0180804673-5">Teachers</hd> <p>Of the classroom teachers who participated in the study, T1, was a 38-year-old teacher, the father of two children and Asli's classroom teacher. T2 was a 33-year-old teacher who was married, the mother of one child and Can's classroom teacher. T3 was a 35-year-old teacher who was married, the mother of one child and Cem's classroom teacher. The school psychologist P was a 36-year-old single woman. Among the teachers, T2 and T3 worked in the same school, and T1 and P worked in the same school.</p> <hd id="AN0180804673-6">Parents</hd> <p>Among the parents who participated in the study, Asli's mother, M1, was 43 years old and was a housewife and the mother of two children. Can's mother, M2, was a 37-year-old housewife and mother of two children. Cem's mother, M3, was a housewife and mother of three children.</p> <hd id="AN0180804673-7">Researcher</hd> <p>After completing her undergraduate education in the special education department, the researcher worked with children with ASD and their families for 7 years in special education schools affiliated with The Ministry of Education. In 2023, she completed her master's degree in special education. This study was developed from the researcher's master's thesis. The researcher has been working as a research assistant at a state university for the last year while she continues her doctoral education.</p> <hd id="AN0180804673-8">Setting and Arrangements</hd> <p>The study was conducted in an individualized education classroom in a special education and rehabilitation center in Bolu, Turkey. One 30-min session was conducted for each participant for five weekdays during the study. The researcher conducted all baseline, probe, maintenance and generalization sessions as well as video recording. The researcher participated at all stages as the implementer. A second observer who was pursuing his doctoral education in the special education department was present to watch the recorded videos for intervention and interobserver agreement (IOA) and participated in the process of collecting the intervention and interobserver agreement (IOA) data.</p> <hd id="AN0180804673-9">Materials</hd> <p>The power card strategy, which takes the special interests of children with ASD into consideration, is a visual aid used to acquire significant skills such as social skills, communication skills and adaptation skills. This strategy has two components: a scenario and a power card. In the scenario, the target skill or difficulty is described on a card or paper using the expressions of the individual's favorite hero. The importance of exhibiting appropriate behavior is emphasized with the statements of the hero, and the scenario is itemized. Then, a few sentences are written for motivation, including how the hero is successful when he or she exhibits appropriate behaviors, and a visual is inserted in the card. The power card is the summary of the scenario. It is composed of 3–5 items and provides the rules describing the target skill. Both the scenario and the power card include visuals of the child's hero, role model, or special interest (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref176">15</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref177">39</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref178">59</reflink>]). The scenarios and power cards in the study were created following the criteria described in Gagnon ([<reflink idref="bib38" id="ref179">38</reflink>]). During preparation of the scenarios and power cards used in the research, expert opinion in the field of special education was sought. One of the experts was a lecturer in the special education department of the university, and the other expert worked as a special education specialist in a special education center. Based on the expert opinions, the number of sentences in the scenarios was reduced and the scenarios were shortened. Three scenarios and three power cards were prepared for each student for three different types of bullying (being excluded, being pushed and being tickled). Figure 1 provides an example of one of the scenarios developed for Asli, and Fig. 2 presents one of the power cards.</p> <p>Graph: Fig. 1 Example of a scenario</p> <p>Graph: Fig. 2 Example of a power card</p> <hd id="AN0180804673-10">Research Design</hd> <p>One of the single-subject research models employed in this study was the multiple probe across participants design. During the study's design phase, the quality indicators formulated by Horner et al. ([<reflink idref="bib52" id="ref180">52</reflink>]) were used to provide guidance. The study's framework encompassed distinct phases: baseline, scenario and power card, power card in isolation, and generalization and maintenance. Once a participant displayed the successful integration of therapeutic changes in the data characteristics, including the level, trend, and stability both within and between conditions, the power card strategy was introduced to the subsequent participant. In the generalization phase, the power card was discontinued, and conditions mirroring the baseline were reintroduced to assess the sustained efficacy of responding to bullying following the intervention.</p> <hd id="AN0180804673-11">Dependent Variable</hd> <p>The participants' demonstration of appropriate reactions when they encountered bullying situations (i.e., using coping strategies to respond to bullying) was the dependent variable of the research. These responses were determined based on the approach and avoidance strategies suggested by previous researchers (Altomare et al., [<reflink idref="bib1" id="ref181">1</reflink>]; Attwood, [<reflink idref="bib6" id="ref182">6</reflink>]; Causey &amp; Dubow, [<reflink idref="bib22" id="ref183">22</reflink>]; Fields &amp; Prinz, [<reflink idref="bib36" id="ref184">36</reflink>]; Gray, [<reflink idref="bib42" id="ref185">42</reflink>]; Rex et al., [<reflink idref="bib85" id="ref186">85</reflink>]). In addition, the opinions and approvals of two field experts working in the fields of special education and psychology were obtained in relation to these responses. The four stages, including the responses of the participants in line with the strategies to cope with bullying, were as follows:</p> <p></p> <ulist> <item> "Go to the child who doesn't let you play/who pushes you/who tickles you and look him/her in the eyes". In this step, the student is encouraged to make eye contact with the bully, initiate communication and show his or her presence in the environment to the bully.</item> <p></p> <item> Without showing that you're angry, say, "Stop this. I don't care what you say/do". In this step, the student is encouraged to try to stay calm, maintain self-confidence, and respond assertively and constructively.</item> <p></p> <item> "Get away from the environment". In this step, the student is encouraged to change the environment in case the bully continues to bully the student.</item> <p></p> <item> "Tell your teacher about this situation". In this step, the student is encouraged to find a trusted teacher and convey the incident to him or her.</item> </ulist> <hd id="AN0180804673-12">Data Collection</hd> <p>All data in the study were collected by the researcher. In the baseline phase, the students were asked the questions on the data collection form (What happened when Asli went out to the garden? What would you do if you were in Asli's place? What happens when you do this? What do the children who bully you do when you do this?). The questions on this form were prepared based on the literature (Gray, [<reflink idref="bib42" id="ref187">42</reflink>]; Rex et al., [<reflink idref="bib85" id="ref188">85</reflink>]; Cifci-Tekinarslan &amp; Sucuoglu, [<reflink idref="bib27" id="ref189">27</reflink>]). This evaluation process was repeated in the probe sessions and the maintenance sessions. Figure 3 presents the picture stories prepared for the baseline and maintenance sessions.</p> <p>Graph: Fig. 3 Stories used in baseline and maintenance sessions</p> <p>While the instruction was evaluated, the students watched three animations about being excluded, being pushed, and being tickled on the tablet. Support was received from a graphic design expert while creating the animations. The characters and objects in the animations were drawn and designed with the Adobe Photoshop program. The videos prepared with the Adobe Premiere Program were combined. The content of the animations was planned by determining the environments where the students were bullied and the situations to which they were exposed. Expert opinions were obtained from an expert in the field of special education and a teacher working in a special education center about the suitability of the animations for students, and the changes requested by the experts were taken into consideration to finalize the animations. For example, based on the expert opinions, some colors and details that may distract the attention of the students were removed. The researcher watched the animations with the students during the implementation stages (https://youtu.be/AcqaN2k-AE0, https://youtu.be/FxVK9mLsfQ4, and https://<ulink href="http://www.youtube.com/watch?v=%5fIsejft7mcM">www.youtube.com/watch?v=%5fIsejft7mcM</ulink>). The students were asked questions to evaluate the instruction process (What should Asli do first when her friend does not let her play? What should Asli say to her friend who does not let her into the game? What should Asli do if her friend still does not let her play? Who should Asli tell about this situation?). The students were expected to answer by citing the strategies for responding to bullying (go up to the bully and look him or her in the eyes, tell the bully to stop what he or she was doing, walk away from the environment, tell the teacher about this situation) that were taught with the power card strategy to cope with bullying. After the power cards, the students watched the animations, and questions were asked. The maintenance sessions were conducted in the first, third and fifth weeks after the end of the intervention process based on the evaluation using the stories in the baseline sessions. The process of using the scenario and power card together was followed in the maintenance sessions. In the generalization sessions, the stories used in the probe sessions were recreated for three different bullying situations (being mocked, having property damaged, and being ignored), similar to the probe sessions. All picture stories used in the study were created using https://<ulink href="http://www.storyboardthat.com/">www.storyboardthat.com/</ulink>. The stories provided in Fig. 4 were read, and the students were asked the question included in the generalization data collection form, "What would you do?" The probe data obtained at the end of the research were analyzed through graphical analysis. In addition, trend analysis, level change analysis and effect size calculation were included to support the results obtained in this study by investigating the effectiveness of the power card strategy in identifying the correct responses of children with ASD to bullying (Vannest &amp; Ninci, [<reflink idref="bib105" id="ref190">105</reflink>]).</p> <p>Graph: Fig. 4 Stories used for generalization sessions</p> <hd id="AN0180804673-13">Interobserver Agreement (IOA) and Procedural Fidelity</hd> <p>The second observer watched the video of the completed instruction session during the data collection process. If the participant responded correctly to the questions within 5 s, a "+" sign was placed on the form, and if the participant did not respond or answered incorrectly, a "−" sign was placed on the form. Reliability data were collected in the study in 30% of the data in each phase. Intervention videos, which were randomly selected from all sessions, were watched, and interrater reliability forms were filled out. The interobserver reliability results were 100%, 96% (range, 85–100%), and 96% (range, 85–100%) in the probe sessions, while the IOA was calculated as 100% in all other sessions (Kazdin, [<reflink idref="bib58" id="ref191">58</reflink>]). The data collected for intervention reliability in this study were calculated using the formula "observed practitioner behavior/planned practitioner behavior × 100". A checklist was created, and the intervention was evaluated by checking the steps in the list while implementing the power card strategy (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref192">15</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref193">39</reflink>]; Güleç-Aslan, [<reflink idref="bib45" id="ref194">45</reflink>]).</p> <hd id="AN0180804673-14">Social Validity</hd> <p>To determine the social validity of the research, social validity evaluation forms were prepared based on the literature to determine the views of parents, teachers and students participating in the study (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref195">15</reflink>]; Prince et al., [<reflink idref="bib83" id="ref196">83</reflink>]). The parents, teachers and students were interviewed by the researcher in semistructured interviews about the goals of the study, interventions used in the study and results. The parent form consisted of seven questions (Annex-1), the teacher form consisted of six questions (Annex-2), and the student form consisted of five questions (Annex-3).</p> <p>The students were asked whether they wanted to obtain help from the power card when they watched the animations and whether they understood how their favorite protagonist dealt with the problem when they read the power card. They were also asked whether they could follow the steps of their favorite protagonist when someone did not let them in a game, pushed them or tickled them, whether they liked reading the power card, whether the power cards helped them remember what to do, and whether the power cards made them feel good. The students expressed themselves verbally and by coloring the "yes, undecided, or no" statements under the questions.</p> <p>The researcher conducted the interviews and transcribed the data verbatim. The data obtained through the semistructured interviews with parents, teachers, and students were analyzed according to the procedure of inductive thematic analysis, a research tool that is sufficiently flexible and useful to allow researchers to explain the data in a rich and detailed manner with the theoretical freedom described by Braun and Clarke ([<reflink idref="bib14" id="ref197">14</reflink>]). Thematic analysis is a widely used method that involves the identification, analysis and reporting of themes in the data. It also involves the detailed organization and description of the dataset. Based on the thematic analysis procedure, the current study followed the processes of deciphering the data, coding the data, combining the codes under themes, creating a thematic map, defining the themes and reporting. Two expert opinions were used for the themes, and the themes were finalized based on these opinions.</p> <hd id="AN0180804673-15">Experimental Procedure</hd> <p>The power card strategy was implemented in two phases. The scenario and power cards were used in the instructional sessions, and the power card was used by itself in the fading sessions. These sessions were followed by generalization sessions following a five-week maintenance period in which the maintenance of the power card strategy was evaluated.</p> <hd id="AN0180804673-16">Assessment of Students' Special Interests</hd> <p>Prior to the baseline phase, parents and teachers were asked to fill out a form to learn about the participants' special interests. In addition, a special interest assessment form was developed for the participants in line with the information received from the parents and teachers.</p> <hd id="AN0180804673-17">Baseline Phase</hd> <p>In the baseline phase of the research, the researcher started by saying, "Today, we will read three stories with you, and then I will ask you a few questions about these stories. Shall we start when you're ready?" Then, the researcher awaited any gesture, mimicry or verbal feedback from the students showing that they were ready. Students generally stated that they were ready verbally with expressions such as "I'm ready, let's start". The researcher asked their opinions about who should read the story by saying, "Do you want to read this story? Or do you want me to read this story?" The students' reading and listening skills during the phases were verbally reinforced with expressions such as, "Well done, you read/listened very well" and "Bravo to you". Then, the students were asked the questions presented in the data collection form.</p> <hd id="AN0180804673-18">Scenario and Power Card Phase</hd> <p>During the intervention phase of the research, the researcher started the session by saying, "The girl playing the piano has just arrived. Here she is, looking at you. Shall we say hello to her?" Then, the researcher introduced the scenario and power card to the students. After the story was read, the researcher asked the students a few questions about the story. These stories aimed to assess whether the students understood the story that was read, such as, "What did the girl playing the piano learn?" After the students provided correct responses, the power card was placed on the table, and the researcher said, "Now let's look at the power card and let's read what the girl playing the piano told us". After the power card was read, the researcher verbally reinforced the students with the statement, "Well done, you read/listened very well". Then, the researcher said to the students, "Now we will watch an animation together. Then, I'm going to ask you a few questions about the animation. Your power card will stay on your desk, and you can look at it whenever you want. Are you ready?" She then waited for the appropriate response from the students before starting the animation.</p> <hd id="AN0180804673-19">Power Card Phase</hd> <p>Fading can be performed by gradually removing the scenario and then the power card from the setting when the individual learns the target skill and starts to exhibit it. The intervention continues with one of the following: only the scenario or the power card, reducing or removing the visuals in the scenario and the power card, reducing the number of sentences in the scenario and the power card, or reducing the duration or frequency of the use of the scenario and the power card (Angell et al., [<reflink idref="bib3" id="ref198">3</reflink>]; Campbell &amp; Tincani, [<reflink idref="bib15" id="ref199">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref200">28</reflink>]; Davis et al., [<reflink idref="bib29" id="ref201">29</reflink>]; Gagnon &amp; Myles, [<reflink idref="bib39" id="ref202">39</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref203">59</reflink>]). This study used three different practices in the fading sessions: the scenario was removed, the number of sentences on the power card was reduced, and the image of the heroes was placed on the back side. After the power card was read to the students, they were asked which side of the power card they wanted to see, and it was placed on their desk according to their preference.</p> <hd id="AN0180804673-20">Maintenance and Generalization</hd> <p>The process in the baseline sessions was followed in the first, third and fifth weeks after the end of the research. The researcher said, "Hello, do you remember these stories? Let's read the stories again" and then asked the questions on the form. The stories prepared for the generalization sessions were brought to the classroom. The researcher told the students, "Now we will read other stories with you". After each individual student read the story, the students were asked the questions on the form.</p> <hd id="AN0180804673-21">Results</hd> <p>The purpose of this study was to determine the effectiveness of the power card strategy in teaching three children with ASD how to respond to bullying. The obtained data, presented in the following graph, were analyzed in four phases: probe sessions, instructional sessions, generalization sessions and maintenance sessions. The effect of the independent variable on the dependent variable was analyzed separately for each subject. Figure 5 presents the results for each participant.</p> <p>Graph: Fig. 5 Percentage of correct answers regarding the social skill acquired with the power card strategy</p> <hd id="AN0180804673-22">Asli</hd> <p>Asli provided 20% or below correct responses to the questions in the form and in the probe sessions conducted at the baseline level. When five stable data points were obtained in the baseline phase, the instructional sessions started, and a total of nine sessions were conducted with Asli. The fading sessions started when three stable data points were obtained consecutively. The transition to the fading sessions is presented with a dashed line in the graph due to the adaptation of the instruction in the fading sessions and the change in the content and format of the power card components. The intervention was terminated when three consecutive stable data points were obtained in the fading sessions. Asli provided correct responses at a rate of 80% and above in the maintenance sessions conducted after the termination of instruction. Asli's performance in all probe sessions conducted after the intervention phase showed that she maintained the acquired coping strategies to respond appropriately to bullying.</p> <hd id="AN0180804673-23">Can</hd> <p>The percentages of the correct responses provided to the questions by Can in the baseline phase were calculated as 20% or below. In the first probe sessions, which took place after Asli's instructional sessions, Can again provided correct responses at a rate below 20%. Three consecutive stable data points were obtained, and the instructional sessions started. In the intervention phase, a total of seven sessions were conducted with Can. In the instruction sessions, stable data points were obtained with 80% or more correct responses. Subsequently, the fading sessions started, and 100% correct responses were obtained in three consecutive sessions. It was observed that Can maintained the acquired responses in the probe sessions conducted after the completion of the instructional session.</p> <hd id="AN0180804673-24">Cem</hd> <p>The percentages of correct responses provided to the questions by Cem in the baseline phase were calculated as below 20%. Before starting the instructional sessions with Cem, it was observed that Cem gave fewer than 20% correct responses in the first probe sessions conducted after Asli's instructional sessions, and three consecutive stable data points were obtained. Cem's correct responses were also recorded on the graph in the second probe sessions conducted after Can's instructional sessions. Similar ratios were observed when the data from the first and second probe sessions were compared with the data from Cem's baseline sessions at the beginning of the study. Then, the instructional sessions started with Cem. A total of six instructional sessions were conducted. Fading sessions started after three consecutive stable data points were obtained in the instructional sessions. In the fading sessions, Cem provided correct responses at a rate above 80%. Then, the correct response percentages were recorded on the graph in the third probe session with Cem. Visual analysis of the graph showed a functional relationship between the power card intervention and the number of correct responses for all three participants.</p> <p>When the correct answer rates of all three students in the maintenance sessions of the study were analyzed, it was observed that they maintained the acquired responses to bullying learned via the power card strategy in the first, third and fifth weeks. The graph shows that the power card strategy in this study was 100% effective in generalizing the responses acquired by the students to other bullying situations.</p> <hd id="AN0180804673-25">Trend Analysis and Level Change Analysis Results</hd> <p>Based on the analysis results, it was determined that the trend of the data in this phase showed 11.12% variability and 88.88% stability for Asli, while the trend of the data for Can and Cem showed 0% variability and 100% stability. The absolute magnitude of the level change was calculated for all participants by taking the mean of the last three data points in the first phase and the mean of the first three data points in the second phase. The coefficient of level change was 66.69% for Asli, 77.78% for Can and 81.11% for Cem.</p> <hd id="AN0180804673-26">Effect Size Calculation Results</hd> <p>The Ta-U values and the percentage ratio were 1 and 100% for Asli, 0.9767 and 97.67% for Can and 0.9767 and 97.22% for Cem. Examination of the Ta-U values between 0 and 1 in the study showed that the functional relationship between the dependent variable and the independent variable in this study was at a very high level since values higher than 0.80 have a very large effect.</p> <hd id="AN0180804673-27">Social Validity Results</hd> <p></p> <hd id="AN0180804673-28">Parents</hd> <p>The social validity findings obtained from the families in the study were presented under three themes: "opinions regarding power cards", "the importance of coping with bullying" and "suggestions of families".</p> <hd id="AN0180804673-29">Opinions Regarding Power Cards</hd> <p>According to the social validity findings, the participants' mothers found the power card strategy to be an effective and useful practice. They believed that their children showed positive changes after the power card practice, and their children's motivation increased because the power card strategy focused on their children's interests. Some of the sample statements of the mothers are as follows:With this implementation, Cem can express himself better while playing with his friends at school or in the neighborhood. He communicates and makes his presence known in the environment. He can protect himself when necessary. I definitely find the power card strategy effective. Cem loves his Huggy Wuggy toy. Seeing Huggy Wuggy in this implementation made Cem very enthusiastic and made it easier for him to learn. On Friday, Cem came crying to me after school. He told me that his friend hit him in the stomach with a ball and ran away. He was very angry. He told me to tell his friend not to hit him and wanted me to call his mother. He tried to explain the incident he experienced. Before this intervention, he did not share such things with me.(M3)After this intervention, Asli started asking for help and expressing herself better. She asks for my help when someone bothers her. I find power cards very effective. I think that the power card strategy is an effective practice because the use of children's special interests and favorite heroes has positive effects on children. (M1)At school, he was holding himself back among his friends. But now his communication with his friends has increased. His self-confidence has increased. He takes a more active role in games with his brother. Especially the use of Roblox, Can's favorite game character, motivated my son a lot during this implementation. It has been an effective implementation. He started to play more games with his friends. Can was a very passive child at school. Sometimes they would call me from school to inform me that Can was crying and wanted to come home. Sometimes Can would say that he didn't want to go to school. After the implementation, we have never experienced such incidents. Can has become more eager to go to school and attend his classes. My son is happier and more confident now. (M2)</p> <hd id="AN0180804673-30">The Importance of Coping with Bullying</hd> <p>The participants' mothers believed that it was important for their children and themselves that their children learned to respond to bullying:It is very important that Asli learns to cope with bullying. My biggest concern is whether she can protect herself. As a mother, I am very relieved to see that she has learned to express and protect herself with this training. I was very happy to see that we can overcome some things thanks to the training. In case of harassment or bullying, she can apply what she has learned with the power card strategy. (M1)Can didn't know what to do when the kids at school pushed him. He was apologizing to them as if he was wrong. Then he was crying and asking me to pick him up from school. It is also very important for me that Can learns these strategies. Because in school, in the park, at home, in many settings in life, it is necessary to be able to protect oneself against bullying and injustice. (M2)Being able to deal with bullying is very important. As a mother, I can't be with Cem all the time, every second of his life. Cem has been bullied many times. I used to feel worried about this situation. I am very happy that Cem learned how to respond to bullying with this implementation. Thanks to this intervention, he has learned to express himself better and to struggle in the face of difficulties. After this intervention, I think that he can have a better time with his friends and adapt whenever he enters any environment. (M3)</p> <hd id="AN0180804673-31">Suggestions of Families</hd> <p>The participant mothers had various suggestions about the skills for which the power card strategy can be used, and they recommended using the strategy to reduce problem behaviors as well.I think the power cards will contribute to anything that disrupts Can's daily life. For example, power cards can be used in areas such as doing homework that Can resists doing, eating by himself while doing painting activities, and also in areas such as combing his own hair and tidying his room. (M2)Power cards can be used to ensure that students are more careful and attentive while doing their lessons. I believe that using the power card strategy and the heroes he loves can be very effective in many areas where Cem has difficulties. For example, it can be used in reducing problem behaviors while doing homework, collecting his belongings and preparing his school bag. (M3)</p> <hd id="AN0180804673-32">Teachers</hd> <p>The social validity findings obtained from the teachers in the study were presented under two themes: "opinions regarding power cards" and "suggestions of teachers".</p> <hd id="AN0180804673-33">Opinions Regarding Power Cards</hd> <p>Similar to the participating mothers, the participating teachers stated that they found the power card strategy to be an effective practice:Asli has become able to express herself better after this implementation. With the strategies Asli learned with the power cards, she can prevent the problem from escalating by expressing herself or sharing it with an adult in case of any problem or bullying. As Asli's ability to express herself with this practice increases, her listening and understanding skills will improve. This will positively affect her academic performance in the classroom and her participation in social activities. (T1)After this intervention, I think that Can will exhibit what he has learned if he is confronted with such a situation. He behaves more confidently compared to before the intervention. There are also positive developments in his interaction with his peers. He has started to express his own wishes and opinions. These are very beneficial developments. The power card strategy is effective for Can. (T2)Unfortunately, some students who are aware of Cem's special situation may bother him. After this implementation, Cem has started to share these incidents with me. I learned that he is also sharing them with his mother, and his ability to express himself in any situation where he felt uncomfortable has improved. Therefore, I think the power card strategy is an effective practice. Cem learned how to control his behavior and anger with what he learned. He used to respond to those who picked on him with physical violence. Now he does not exhibit such behaviors. (T3)</p> <hd id="AN0180804673-34">Suggestions of Teachers</hd> <p>Participant teachers expressed their suggestions about the power card strategy with the following sample statements: T1, "The power card strategy can be applied in teaching communication skills to all children with social deficits, who have difficulty in expressing themselves." T2, "I think this implementation can be effective especially in reducing the problem behaviors. It can also be used in play skills." T3,"I think that the power card strategy can be used to regulate emotions, especially in children who do not have anger management skills."</p> <hd id="AN0180804673-35">Students</hd> <p>The social validity findings obtained from the participating students in the study are presented under the theme of "feelings and opinions toward power cards".</p> <hd id="AN0180804673-36">Feelings and Opinions Toward Power Cards</hd> <p>All participants colored the statement "yes" on the form for all questions and verbally expressed that the power cards made them feel better and reminded them what to do and that they liked the power cards: Asli, "I like the girl who plays the piano. She tells me what to do if someone doesn't let me play." Can, "I'm going to do like Roblox players. I'm going to look him in the eye, I'm going to say I don't like this, I love my power card!" Cem, "I will tell my teacher about that boy like Huggy Wuggy. I will put my Huggy Wuggy card in my pocket and look at it."</p> <hd id="AN0180804673-37">Discussion</hd> <p>The results of the study showed that the power card strategy was effective in teaching children with ASD how to respond to bullying. The intervention, maintenance and generalization phases of the research were not carried out in real-life settings or by creating simulation environments. The whole intervention was evaluated in the context of the sessions conducted in the classroom to avoid harming the students psychologically and emotionally (Bernstein &amp; Watson, [<reflink idref="bib10" id="ref204">10</reflink>]; Kapcı, [<reflink idref="bib57" id="ref205">57</reflink>]; Storch &amp; Masia-Warner, [<reflink idref="bib96" id="ref206">96</reflink>]). This issue is discussed under the heading <emph>Limitations</emph>. The results suggest that the power card strategy can be used to acquire accurate coping strategies against bullying. The results of this study carry implications for the use of the power card strategy for interventions to cope with bullying. This study can be regarded as the first step in teaching appropriate responses to bullying situations via the power card strategy. The power card strategy can be a useful and ideal intervention for prevention and protection in bullying situations since this strategy can successfully teach a wide variety of skills to children with ASD. Using the power card strategy is suggested to teach skills and behaviors since it is a useful strategy that is easy to implement (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref207">15</reflink>]; Davis et al., [<reflink idref="bib29" id="ref208">29</reflink>]; Prince et al., [<reflink idref="bib83" id="ref209">83</reflink>]).</p> <p>The effectiveness results of the study showed a rapid increase in the intervention sessions. These results can be associated with the use of areas of special interest or heroes via visual support to transfer the target skill through the scenarios used in the power card strategy. In other words, these components, as a strength-based intervention, may have enabled the students to acquire target skills and accurate responses against bullying in a short time. In fact, this result is consistent with the findings of some studies conducted in the neurological field supporting the use of special interest areas. A study (Dichter et al., [<reflink idref="bib31" id="ref210">31</reflink>]) found that a reduced neural response was observed to symbolic rewards in children with ASD, while their responses to special interest areas were found to be intact. A similar study (Cascio et al., [<reflink idref="bib21" id="ref211">21</reflink>]) that examined the neural response of children with ASD found that children with ASD had a strong and improved neural response to special interest areas, providing significant evidence that special interest areas support the learning of individuals with ASD. The relationship between individuals with ASD and special interest areas is very important in understanding the difficulties related to ASD and addressing the areas in which individuals with ASD are deficient. Therefore, identification of the strengths and abilities of individuals with ASD, as in the current study, is considered extremely important (Koegel et al., [<reflink idref="bib63" id="ref212">63</reflink>]). Winter-Messiers et al. ([<reflink idref="bib111" id="ref213">111</reflink>]) reported in their study that when individuals with ASD engage in their special interests, the world is more meaningful and they feel more confidence and positive. This result is consistent with the results of other studies that utilized the interests of individuals with ASD (Cascio et al., [<reflink idref="bib21" id="ref214">21</reflink>]; Uljarević et al., [<reflink idref="bib101" id="ref215">101</reflink>]; Winter-Messiers, [<reflink idref="bib110" id="ref216">110</reflink>]). Thus, strength-based strategies that cover the interests of individuals improve the learning of skills of individuals with ASD (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref217">15</reflink>]; Koegel et al., [<reflink idref="bib62" id="ref218">62</reflink>], [<reflink idref="bib63" id="ref219">63</reflink>]; Uljarević et al., [<reflink idref="bib101" id="ref220">101</reflink>]; Ulu-Aydın, [<reflink idref="bib102" id="ref221">102</reflink>]; Winter-Messiers et al., [<reflink idref="bib111" id="ref222">111</reflink>]). In addition, previous studies (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref223">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref224">28</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref225">59</reflink>]) have regarded the power card strategy as an advantageous method because it can be used with individuals with typical development from all age groups as well as individuals with special needs other than ASD. The use of interests and heroes in the power card strategy can be effective in the rapid learning of the strategy. Although the implementation was not conducted in real-life settings in this study, the results obtained from the maintenance sessions conducted after the intervention showed that the power card strategy helped maintain the acquired responses against bullying in the session context. This result is consistent with the results of previous studies conducted with the power card strategy (Campbell &amp; Tincani, [<reflink idref="bib15" id="ref226">15</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref227">59</reflink>]; Spencer et al., [<reflink idref="bib93" id="ref228">93</reflink>]). The results of the generalization results conducted in the context of sessions to observe whether the acquired responses against bullying could be generalized to other bullying situations, such as being teased, having belongings damaged, and being ignored, were consistent with the generalizations of previous studies (Davis et al., [<reflink idref="bib29" id="ref229">29</reflink>]; Keeling et al., [<reflink idref="bib59" id="ref230">59</reflink>]). According to a literature review, visually supported strategies that are widely used in interventions, such as teaching functional communication, reducing problem behaviors, teaching appropriate behaviors and skills, and ensuring the permanence of acquired behaviors and skills, support the independence of children with ASD. The findings demonstrate that visual strategies can be used for children with ASD who have visual strengths and that children with ASD can adapt to social life by reducing their negative behaviors using these strategies (Dettmer et al., [<reflink idref="bib30" id="ref231">30</reflink>]; MacDuff et al., [<reflink idref="bib68" id="ref232">68</reflink>]; Rutherford et al., [<reflink idref="bib89" id="ref233">89</reflink>]). Considering these findings, which support the findings of the present study, it can be argued that target behaviors and skills can be taught to individuals with ASD with the help of strategies that take into account these individuals' interests and that the use of visual support, such as the power card strategy, helps individuals' retain and generalize the acquired behaviors or skills more easily and quickly. Hence, it is not surprising that the participants of this study acquired the target skills quickly and that the acquired skills were retained and generalized. This can be considered a promising finding for the use of the power card strategy for bullying prevention and coping practices for students with ASD who are frequently exposed to bullying situations. The use of a power card strategy may prevent bullying that students with ASD may experience in the future. As noted in the literature, the victim's ability to cope with a bullying situation by responding appropriately can prevent the repetition of such situations in the future since ending the bullying behavior can serve a reinforcing function for the victim. It can be argued that with the use of coping strategies, the likelihood of using coping strategies is higher while the likelihood of future victimization is lower (Wilton et al., [<reflink idref="bib109" id="ref234">109</reflink>]). It is important for the field of ASD to turn ASD-specific characteristics into ASD-related strengths with appropriate support and to use the interests of individuals with ASD as strengths. As emphasized in the current study, using these interests as strengths and strength-based interventions that provide advantages to individuals in educational settings is important for the field of ASD (American Psychiatric Association, [<reflink idref="bib2" id="ref235">2</reflink>]; Centers for Disease Control &amp; Prevention, [<reflink idref="bib23" id="ref236">23</reflink>]; Koegel et al., [<reflink idref="bib61" id="ref237">61</reflink>]; Uljarević et al., [<reflink idref="bib101" id="ref238">101</reflink>]; Winter-Messiers et al., [<reflink idref="bib111" id="ref239">111</reflink>]).</p> <p>The finding that the participants learned to respond appropriately to bullying by talking about the incident with a trusted adult is also significant. It is very important for individuals who have been bullied to report the situation and ask for help for measures to be taken to deal with bullying. Adults may be unaware of bullying incidents and may not be able to offer help (Craig et al., [<reflink idref="bib26" id="ref240">26</reflink>]; Smith &amp; Sharp, [<reflink idref="bib91" id="ref241">91</reflink>]). Being informed of bullying may contribute to prevention. This finding may offer an important contribution to practice and further research, especially if victims, similar to the participants of this study, are frequently exposed to bullying and have significant difficulties in social communication areas.</p> <p>Another result of this study was related to the views of parents, teachers and students regarding the social validity of the power card strategy. Although the study did not include real-life situations and was based only on practices conducted in sessions, the social validity findings for all participants about learning how to respond to bullying suggest that students may have learned from session-based practices. It can be argued that conducting both session-based studies and studies in natural settings on important issues for individuals with ASD and their families, such as bullying, can produce positive results. It is also noteworthy that families and teachers associated the power card strategy with positive changes in different skills (e.g., increased peer interaction, increased self-confident behaviors, increased willingness to read). As a visually supportive intervention that includes the special interests of students, the power card strategy may have increased students' motivation, as reported by their teachers and mothers. Accordingly, the students may have exhibited positive outcomes in different skills that were not targeted. Parallel to these findings, previous studies reported that because the interests of students with ASD lead to improvements in ASD symptoms and are effective in academic areas (Koegel et al., [<reflink idref="bib61" id="ref242">61</reflink>]), the special interests of students with ASD are effective in helping them communicate appropriately with their peers (Koegel et al., [<reflink idref="bib62" id="ref243">62</reflink>]), and special interests are effective motivational factors in the socialization of students with ASD (Koegel et al., [<reflink idref="bib63" id="ref244">63</reflink>]). Accordingly, power cards may increase the motivation of families and teachers and encourage them to deal with children in a more qualified way. In summary, the analysis shows that students, mothers, and teachers found the power card strategy effective, and they wanted to use it in other areas. Having a power card made students feel good, and they enjoyed the power card intervention. Social validity data collected in other studies in the literature have also shown that participants liked the power card strategy and wanted to use it in their lives (Angell et al., [<reflink idref="bib3" id="ref245">3</reflink>]; Campbell &amp; Tincani, [<reflink idref="bib15" id="ref246">15</reflink>]; Daubert et al., [<reflink idref="bib28" id="ref247">28</reflink>]; Davis et al., [<reflink idref="bib29" id="ref248">29</reflink>]). Based on this result, it can be argued that the power card strategy is an easily applicable, effective and preferred practice.</p> <hd id="AN0180804673-38">Limitations and Suggestions for Future Research</hd> <p>As in every study, this study had some limitations. The inability to directly observe the effect of the independent variable on the subjects when they were exposed to bullying and the lack of intervention against bullying on a school-wide scale can be identified as limitations of this study. However, exposing the students to an intervention process that would negatively affect them in emotional and social aspects (as in real bullying situations) would not be ethically appropriate (Lindorff, [<reflink idref="bib66" id="ref249">66</reflink>]; Vanclay et al., [<reflink idref="bib104" id="ref250">104</reflink>]). Altomare et al. ([<reflink idref="bib1" id="ref251">1</reflink>]) stated that bullying is a sensitive topic that can upset participants even in situations where cartoon characters are used. Due to such concerns, the research was conducted out with animations and fictional characters in the experimental sessions instead of in real school environments. In other words, these concerns prevented the implementation of the research in real settings, but the sessions were used as a trade-off as in similar studies (Altomare et al., [<reflink idref="bib1" id="ref252">1</reflink>]; Rex et al., [<reflink idref="bib85" id="ref253">85</reflink>]). However, care was taken to ensure that the power card scenarios and animations used in the research phases reflected real school environments (real-life bullying situations). Although there was no intervention in the context of bullying in real settings, the findings obtained during the implementation process suggested that students may have identified with the animated characters. Flanagan et al. ([<reflink idref="bib37" id="ref254">37</reflink>]) reported that children can identify with fictional characters and bullying situations on both cognitive and emotional levels and can gain insight more easily than talking directly about their own experiences. This finding suggests that children may identify with fictional characters. Therefore, although conducting the current study with animations and fictional characters instead of a more realistic setting may be considered a limitation, it can be argued that it was in fact easier for students to imagine they were these animated characters, and they could identify with the animated characters to cope with bullying. On the other hand, it was possible to carry out long-term observations without exposing the participants to bullying in a real environment and to assess whether they used the strategies they learned in the experimental sessions when they faced such situations in real life. However, some issues must be noted. First, the fact that negative actions such as bullying are exhibited especially by children in environments where adults are not present makes it difficult to observe bullying behaviorally (Attwood, [<reflink idref="bib6" id="ref255">6</reflink>]; Craig et al., [<reflink idref="bib26" id="ref256">26</reflink>]; Smith &amp; Sharp, [<reflink idref="bib91" id="ref257">91</reflink>]). For this reason, it is thought that such situations may not occur when observations are made in real-life settings. It would be ethically more appropriate for the observer to practice without exposing the child to such incidents. In this context, new research can be conducted with individuals with ASD to teach them how to explain such incidents and the strategies they should use with significant others (e.g., teachers, families) when they encounter such incidents. This study was conducted within the scope of the first author's master's thesis based on long-term observations. The study was conducted with this method based on the literature that has reported that it is possible to conduct a study with animations (e.g., Altomare et al., [<reflink idref="bib1" id="ref258">1</reflink>]) and due to the concern that a real bullying situation may not be observed during the officially determined time for the study.</p> <p>This limitation can also be considered in the context of the importance of transferring research findings to real practice settings. There is a gap between research and practice in the education of students with ASD (Dingfelder &amp; Mandell, [<reflink idref="bib32" id="ref259">32</reflink>]; Guldberg et al., [<reflink idref="bib44" id="ref260">44</reflink>]; Parsons et al., [<reflink idref="bib79" id="ref261">79</reflink>], [<reflink idref="bib78" id="ref262">78</reflink>], [<reflink idref="bib80" id="ref263">80</reflink>]). This is problematic because the need for practical real-world solutions for education and life skills is increasing (Pellicano et al., [<reflink idref="bib82" id="ref264">82</reflink>]), and long-term educational, social and work-related outcomes for individuals with autism remain poor (Magiati et al., [<reflink idref="bib69" id="ref265">69</reflink>]). This disparity between research and practice is further emphasized by the growing awareness that teachers are less interested in evidence-based practices and more concerned with the relevance of given solutions for the needs of individual children (Stahmer et al., [<reflink idref="bib94" id="ref266">94</reflink>]). Thus, the difference between the priorities of researchers and teachers can be characterized as a mismatch between what the research evidence predicts and what is or may be happening in practice (Reichow et al., [<reflink idref="bib84" id="ref267">84</reflink>]). It is obviously important to transfer the findings of research conducted in controlled settings to real-life settings. However, due to the situations mentioned above, we had the limitation of not being able to transfer the findings of the present research to real-life settings. Despite this limitation, it is expected that this research will contribute to the context of evidence-based practices and well-designed research for further studies of the sensitive issue of coping with bullying, which significantly affects individuals' entire lives. It is recommended to conduct new quantitative and/or qualitative studies in a way that will allow interventions to be realized in real-life settings. It is anticipated that the present research can serve as a guide for further research. It is important to conduct school-wide practices in which all school staff, especially teachers, parents and peers, actively participate in the process (Farrington &amp; Ttofi, [<reflink idref="bib35" id="ref268">35</reflink>]; González-Calatayud et al., [<reflink idref="bib41" id="ref269">41</reflink>]; Hong et al., [<reflink idref="bib51" id="ref270">51</reflink>]) since school-wide practices are important to prevent bullying and ensure a positive school climate (Zablotsky et al., [<reflink idref="bib112" id="ref271">112</reflink>]). The lack of a school-wide intervention due to the experimental design was one of the limitations of this study. Nevertheless, it is also very important to provide children with the skills to cope with bullying directly at the individual level since bullying occurs when there are no adults around (Craig et al., [<reflink idref="bib26" id="ref272">26</reflink>]; Smith &amp; Sharp, [<reflink idref="bib91" id="ref273">91</reflink>]) and there may not always be an adult around to help (Rex et al., [<reflink idref="bib85" id="ref274">85</reflink>]). In addition, since this is the first study on this subject in Turkey, it is believed that the findings of a smaller-scale and controlled study could shed light on subsequent comprehensive studies. Teachers, parents and students were also involved in the process at the beginning of the research to some extent and in social validity, as described in the relevant sections. In addition, the current research was not a school-wide application, and no measurements were made in real-life settings, but after the research, school administration, classroom teachers, parents and school psychologists stated that they organized activities with students to prevent bullying (e.g., individual interviews with the bully and the victim, games to increase the interaction of the bully and the victim, parent training) and that these attempts to control bullying incidents yielded positive results.</p> <hd id="AN0180804673-39">Implications for Practice</hd> <p>First, it is recommended that school guidance counselors provide services to all school staff and students to develop relevant skills that may have an impact on coping with bullying at schools, such as communication, conflict management and problem solving, anger management, self-expression, empathy and asking for help. Strategies for coping with bullying should be introduced clearly and systematically to all students with or without ASD so that they can report bullying and learn how to respond appropriately to bullying behavior (Ingersoll &amp; Schreibman, [<reflink idref="bib56" id="ref275">56</reflink>]). Research findings reveal that adequate adult monitoring and supervision of physical spaces such as playgrounds, corridors, and canteens during recess, lunch breaks, and study hours significantly reduces bullying behaviors (Olweus, [<reflink idref="bib74" id="ref276">74</reflink>]; Pellegrini &amp; Bartini, [<reflink idref="bib81" id="ref277">81</reflink>]; Smith &amp; Sharp, [<reflink idref="bib91" id="ref278">91</reflink>]). Therefore, it seems important to raise awareness about the prevention of bullying both in the physical school environment and in the aforementioned settings.</p> <p>Systematic and planned power card strategy training can be conducted for teachers so that they can use the power card strategy in dealing with bullying at schools. This training can provide teachers with the skills to prepare and implement power card strategy materials themselves. Teachers can be encouraged to use the power card strategy as a practical, low-cost, easily applicable and effective method.</p> <p>A "Bullying Intervention Kit with Power Card Strategy" can be prepared by relevant institutions and/or experts to be sent to each school to teach coping strategies to children with ASD using the power card strategy. This kit can include basic elements such as general considerations about bullying, steps for implementing the power card strategy, evaluation forms and forms for identifying special interests or favorite heroes, and sample adaptations. School- and student-specific adaptations can be made by schools. Students' favorite heroes and interests and the most common bullying situations to which students are exposed can be identified. Scenarios related to the most common bullying situations can be turned into small storybooks, and favorite heroes or special interests can be included in them. Each storybook (scenario) can be based on a different protagonist or a special interest and can have power cards that students can carry with them.</p> <p>With this kit, trainings can be provided not only to students with ASD but also to their classmates, parents and teachers. A systematic monitoring system can be developed for teachers and parents to evaluate whether the implemented program works for students with ASD. In addition, studies and trainings can be conducted to inform families about bullying situations in out-of-school environments.</p> <hd id="AN0180804673-40">Conclusion</hd> <p>In this study, students with ASD learned coping strategies to respond to bullying at a high rate with the power card strategy. After the instruction, participants maintained the learned responses and were able to generalize them to different bullying situations. All effectiveness findings were obtained in the research sessions, and responses to bullying were not measured in real school settings. According to the social validity results obtained from parents, teachers and students, it was concluded that the power card strategy was an effective intervention and was liked by students. In addition, the social validity findings of the power card strategy showed that one out of three students exhibited the acquired coping strategies in the school setting.</p> <p>Finally, it should be noted that using the power card strategy alone is not a solution to bullying; instead, it is part of the struggle against bullying, which is a complex phenomenon and a widespread problem at schools. Accordingly, it is expected that this study will be useful for the implementation of and further research on the use of power cards as an evidence-based practice in providing bullying coping strategies to students with ASD, especially as an intervention at the individual level.</p> <hd id="AN0180804673-41">Acknowledgments</hd> <p>The authors would like to express thanks to the participants for their cooperation throughout the research. The findings of the study was presented as an oral presentation 32st National Special Education Congress, Türkiye. 2022. Author would like to thank's Richard BACH's "Jonathan Livingston Seagull", which inspired me to design and conduct this manuscript.</p> <hd id="AN0180804673-42">Author Contributions</hd> <p>The author, İÇT and HUA were involved in the stages such as designing the research according to the single-subject research model, collecting the data, analysis of data and creating the target social skills steps to be taught. All materials and literature reviews, intervention reliability about the power card strategy, which is the independent variable of the research, were conducted by YGA and HUA. The carried out the intervention process of the research under the consultancy of HUA, İÇT and YGA. All authors took an active role in the reporting and presentation of the research.</p> <hd id="AN0180804673-43">Funding</hd> <p>No funding was received for conducting this study.</p> <hd id="AN0180804673-44">Data Availability</hd> <p>In the study, attention was paid to data availability.</p> <hd id="AN0180804673-45">Code Availability</hd> <p>In the study, attention was paid to code availability.</p> <hd id="AN0180804673-46">Declarations</hd> <p></p> <hd id="AN0180804673-47">Conflict of interest</hd> <p>The authors have no competing interests to declare that are relevant to the content of this article.</p> <hd id="AN0180804673-48">Annex-1</hd> <p></p> <hd id="AN0180804673-49">Social Validity Form for Parents' Opinions</hd> <p>Name-Surname: Date:</p> <p>Dear parents,</p> <p>In this form, there are questions to determine your opinions about teaching your child how to respond to bullying using the power card strategy. Please read and answer the questions. If there is any information you would like to add, you can share it.</p> <p>Thank you for your participation.</p> <p></p> <ulist> <item> When you evaluate your child, how do you think the implementation of the power card strategy changed your child's social development?</item> <p></p> <item> Do you find this practice effective for your child?</item> <p></p> <item> What other areas do you think the power card strategy can be effective?</item> <p></p> <item> How do you think the strategies to cope with bullying will contribute to your child's social life?</item> <p></p> <item> Do you think it is important for your child to learn the strategies to cope with bullying?</item> <p></p> <item> For which skills would you like the power card strategy to be used in the home environment? Can you give an example?</item> <p></p> <item> Is there anything else you would like to add?</item> </ulist> <hd id="AN0180804673-50">Annex-2</hd> <p></p> <hd id="AN0180804673-51">Social Validity Form for Teachers' Opinions</hd> <p>Name-Surname: Date:</p> <p>Dear Colleague,</p> <p>In this form, there are questions to determine your opinions about teaching your student how to respond to bullying using the power card strategy. Please read and answer the questions. If there is any information you would like to add, you can share it.</p> <p>Thank you for your participation.</p> <p></p> <ulist> <item> When you evaluate your student, how and in what way do you think the implementation of the power card strategy changed your student's social development?</item> <p></p> <item> Do you find this implementation we provided to your student effective? What other areas do you think it can be effective? Can you expand?</item> <p></p> <item> How do you think the strategies to cope with bullying your student has acquired will contribute to his or her social life?</item> <p></p> <item> How do you think your student's learning of these strategies will contribute to your future work with him or her?</item> <p></p> <item> Which other students would you like to use the power card strategy in their education and in which skill areas? Can you give an example?</item> <p></p> <item> Is there anything else you would like to add?</item> </ulist> <hd id="AN0180804673-52">Annex-3</hd> <p></p> <hd id="AN0180804673-53">Social Validity Form for Students' Opinions</hd> <p>Name-Surname: Date:</p> <p>After reading the questions below, color the appropriate answer.</p> <p></p> <ulist> <item> When you watched the animations, did you want to get help from the power card?</item> </ulist> <p>Graph</p> <p></p> <ulist> <item> When you read the power card, did you understand how the piano-playing girl/Roblox/Huggy Wuggy dealt with the problem (when the piano-playing girl/Roblox/Huggy Wuggy was not allowed to play, was pushed or was tickled)?</item> </ulist> <p>Graph</p> <p></p> <ulist> <item> Can you follow the same steps as the piano playing girl/Roblox/Huggy Wuggy when someone is not letting you in the game, pushing you or tickling you?</item> </ulist> <p>Graph</p> <p></p> <ulist> <item> Do you like reading the power card? Do the power cards help you remember what to do?</item> </ulist> <p>Graph</p> <p></p> <ulist> <item> Does it feel good to have a power card?</item> </ulist> <p>Graph</p> <hd id="AN0180804673-54">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0180804673-55"> <title> References </title> <blist> <bibl id="bib1" idref="ref89" type="bt">1</bibl> <bibtext> Altomare AA, McCrimmon AW, Cappadocia MC, Weiss JA, Beran TN, Smith-Demers AD. When push comes to shove: How are students with autism spectrum disorder coping with bullying?. Canadian Journal of School Psychology. 2017; 32; 3–4: 209-227. 10.1177/0829573516683068</bibtext> </blist> <blist> <bibl id="bib2" idref="ref24" type="bt">2</bibl> <bibtext> American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 2013; American Psychiatric Publishing. 10.1176/appi.books.9780890425596</bibtext> </blist> <blist> <bibl id="bib3" idref="ref140" type="bt">3</bibl> <bibtext> Angell ME, Nicholson JK, Watts EH, Blum C. Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities. Focus on Autism and Other Developmental Disabilities. 2011; 26; 4: 206-217. 10.1177/1088357611421169</bibtext> </blist> <blist> <bibl id="bib4" idref="ref28" type="bt">4</bibl> <bibtext> Arora CMJ. Defining bullying: Towards a clearer general understanding and more effective intervention strategies. School Psychology International. 1996; 17; 4: 317-329. 10.1177/0143034396174002</bibtext> </blist> <blist> <bibl id="bib5" idref="ref32" type="bt">5</bibl> <bibtext> Astington JW, Barriault T. Children's theory of mind: How young children come to understand that people have thoughts and feelings. Infants &amp; Young Children. 2001; 13; 3: 1-12. 10.1097/00001163-200113030-00005</bibtext> </blist> <blist> <bibl id="bib6" idref="ref33" type="bt">6</bibl> <bibtext> Attwood T. Strategies to reduce the bullying of young children with Asperger syndrome. Australasian Journal of Early Childhood. 2004; 29; 3: 15-23. 10.1177/183693910402900304</bibtext> </blist> <blist> <bibl id="bib7" idref="ref34" type="bt">7</bibl> <bibtext> Atwood T. The complete guide to asperger's syndrome. 2007; Jessica Kingsley Publishers. 10.5040/9781805014300</bibtext> </blist> <blist> <bibl id="bib8" idref="ref83" type="bt">8</bibl> <bibtext> Baron MG, Lipsitt LP, Goodwin MSBaron MG, Groden J, Groden G, Lipsitt LP. Scientific foundations for research and practice. Stress and coping in autism. 2006; Oxford University Press: 42-67. 10.1093/med:psych/9780195182262.003.0003</bibtext> </blist> <blist> <bibl id="bib9" idref="ref45" type="bt">9</bibl> <bibtext> Bauminger N, Shulman C, Agam G. Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders. 2003; 33; 5: 489-507. 10.1023/a:1025827427901. 14594329</bibtext> </blist> <blist> <bibtext> Bernstein JY, Watson MW. Children who are targets of bullying: A victim pattern. Journal of Interpersonal Violence. 1997; 12; 4: 483-498. 10.1177/088626097012004001</bibtext> </blist> <blist> <bibtext> Bitsika V, Sharpley CF. Understanding, experiences, and reactions to bullying experiences in boys with an autism spectrum disorder. Journal of Developmental and Physical Disabilities. 2014; 26; 6: 747-761. 10.1007/s10882-014-9393-1</bibtext> </blist> <blist> <bibtext> Blacher J, Lauderdale S. Don't laugh at me, dont call me names. The Exceptional Parents. 2008; 38; 8: 62-64</bibtext> </blist> <blist> <bibtext> Bond L, Carlin JB, Thomas L, Rubin K, Patton G. Does bullying cause emotional problems? A prospective study of young teenagers. BMJ. 2001; 323; 7311: 480-484. 10.1136/bmj.323.7311.480. 48131. 11532838</bibtext> </blist> <blist> <bibtext> Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006; 3; 2: 77-101. 10.1191/1478088706qp063oa</bibtext> </blist> <blist> <bibtext> Campbell A, Tincani M. The power card strategy: Strength-based intervention to increase direction following of children with autism spectrum disorder. Journal of Positive Behavior Interventions. 2011; 13; 4: 240-249. 10.1177/1098300711400608</bibtext> </blist> <blist> <bibtext> Campbell JM, Ferguson JE, Herzinger CV, Jackson JN, Marino CA. Combined descriptive and explanatory information improves peers' perceptions of autism. Research in Developmental Disabilities. 2004; 25; 4: 321-339. 10.1016/j.ridd.2004.01.005. 15193668</bibtext> </blist> <blist> <bibtext> Cappadocia MC, Weiss JA, Pepler D. Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders. 2012; 42; 2: 266-277. 10.1007/s10803-011-1241-x. 21499672</bibtext> </blist> <blist> <bibtext> Card NA, Hodges EVE. Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly. 2008; 23; 4: 451-461. 10.1037/a0012769</bibtext> </blist> <blist> <bibtext> Carter S. Bullying of students with Asperger syndrome. Issues in Comprehensive Pediatric Nursing. 2009; 32; 3: 145-154. 10.1080/01460860903062782. 21992104</bibtext> </blist> <blist> <bibtext> Carver CS, Scheier MF, Weintraub JK. Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology. 1989; 56; 2: 267-283. 10.1037/0022-3514.56.2.267. 2926629</bibtext> </blist> <blist> <bibtext> Cascio CJ, Foss-Feig JH, Heacock J, Schauder KB, Loring WA, Rogers BP, Pryweller JR, Newsom CR, Cockhren J, Cao A, Bolton S. Affective neural response to restricted interests in autism spectrum disorders. Journal of Child Psychology and Psychiatry. 2014; 55; 2: 162-171. 10.1111/jcpp.12147. 24117668</bibtext> </blist> <blist> <bibtext> Causey DL, Dubow EF. Development of a self-report coping measure for elementary school children. Journal of Clinical Child Psychology. 1992; 21; 1: 47-59. 10.1207/s15374424jccp2101_8</bibtext> </blist> <blist> <bibtext> Centers for Disease Control and Prevention. (2023). Autism and developmental disabilities monitoring network. Retrieved April 7, 2023, from https://<ulink href="http://www.cdc.gov/ncbddd/autism/data.html">www.cdc.gov/ncbddd/autism/data.html</ulink></bibtext> </blist> <blist> <bibtext> Çifci-Tekinarslan I, Sucuoglu B. Effectiveness of cognitive process approached social skills training program for people with mental retardation. International Journal of Special Education. 2007; 22; 2: 7-18</bibtext> </blist> <blist> <bibtext> Compas BE, Connor-Smith JK, Saltzman H, Thomsen AH, Wadsworth ME. Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin. 2001; 127; 1: 87-127. 10.1037/0033-2909.127.1.87. 11271757</bibtext> </blist> <blist> <bibtext> Cook A, Ogden J, Winstone N. The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: A qualitative study. British Journal of Special Education. 2016; 43; 3: 250-271. 10.1111/1467-8578.12143</bibtext> </blist> <blist> <bibtext> Craig WM, Pepler D, Atlas R. Observations of bullying in the playground and in the classroom. School Psychology International. 2000; 21; 1: 22-36. 10.1177/0143034300211002</bibtext> </blist> <blist> <bibtext> Daubert A, Hornstein S, Tincani M. Effects of a modified power card strategy on turn taking and social commenting of children with autism spectrum disorder playing board games. Journal of Developmental and Physical Disabilities. 2015; 27; 1: 93-110. 10.1007/s10882-014-9403-3</bibtext> </blist> <blist> <bibtext> Davis KM, Boon RT, Cihak DF, Fore C. Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities. 2010; 25; 1: 12-22. 10.1177/1088357609354299</bibtext> </blist> <blist> <bibtext> Dettmer S, Simpson RL, Myles BS, Ganz JB. The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities. 2000; 15; 3: 163-169. 10.1177/108835760001500307</bibtext> </blist> <blist> <bibtext> Dichter GS, Felder JN, Green SR, Rittenberg AM, Sasson NJ, Bodfish JW. Reward circuitry function in autism spectrum disorders. Social Cognitive and Affective Neuroscience. 2012; 7; 2: 160-172. 10.1093/scan/nsq095. 21148176</bibtext> </blist> <blist> <bibtext> Dingfelder HE, Mandell DS. Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders. 2011; 41; 5: 597-609. 10.1007/s10803-010-1081-0. 3077435. 20717714</bibtext> </blist> <blist> <bibtext> Dubin N. Asperger syndrome and bullying: Strategies and solutions. 2007; Jessica Kingsley Publishers</bibtext> </blist> <blist> <bibtext> Eroglu M, Kilic BG. Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey. Research in Autism Spectrum Disorders. 2020; 75. 10.1016/j.rasd.2020.101572</bibtext> </blist> <blist> <bibtext> Farrington DP, Ttofi MM. How to reduce school bullying. Victims &amp; Offenders. 2009; 4; 4: 321-326. 10.1080/15564880903227255</bibtext> </blist> <blist> <bibtext> Fields L, Prinz RJ. Coping and adjustment during childhood and adolescence. Clinical Psychology Review. 1997; 17; 8: 937-976. 10.1016/s0272-7358(97)00033-0. 9439874</bibtext> </blist> <blist> <bibtext> Flanagan KS, Hoek KKV, Shelton A, Kelly SL, Morrison CM, Young AM. Coping with bullying: What answers does children's literature provide?. School Psychology International. 2013; 34; 6: 691-706. 10.1177/0143034313479691</bibtext> </blist> <blist> <bibtext> Gagnon E. Power cards: Using special interests to motivate children and youth with asperger syndrome and autism. 2001; AAPC Publishing</bibtext> </blist> <blist> <bibtext> Gagnon E, Myles BS. The power card strategy 2: Using special interests to motivate children and youth with autism spectrum disorder. 2016; AAPC Publishing</bibtext> </blist> <blist> <bibtext> Ghanouni P, Quirke S. Resilience and coping strategies in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders. 2023; 53; 1: 456-467. 10.1007/s10803-022-05436-y. 35079928</bibtext> </blist> <blist> <bibtext> González-Calatayud V, Roman-García M, Prendes-Espinosa P. Knowledge about bullying by young adults with special educational needs with or without disabilities (SEN/D). Frontiers in Psychology. 2021; 11. 10.3389/fpsyg.2020.622517. 7820533. 33488487</bibtext> </blist> <blist> <bibtext> Gray CASchoper E, Mesibov G, Kunce LJ. Social stories and comic strip conversations with students with Asperger syndrome and high-functioning autism. Asperger syndrome or high-functioning autism?. 1998; Plenum Press: 167-198. 10.1007/978-1-4615-5369-4_9</bibtext> </blist> <blist> <bibtext> Gray C. Gray's guide to bullying parts I-III. 2004; Jenison Public Schools</bibtext> </blist> <blist> <bibtext> Guldberg K, Parsons S, Porayska-Pomsta K, Keay-Bright W. Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal. 2017; 43; 2: 394-413. 10.1002/berj.3275</bibtext> </blist> <blist> <bibtext> Güleç-Aslan Y. Voice of educators: What is the perspective of educators about power card strategy?. Journal of Education. 2022. 10.1177/00220574221076457</bibtext> </blist> <blist> <bibtext> Gunn KCM, Delafield-Butt JT. Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research. 2016; 86; 2: 408-430. 10.3102/0034654315604027</bibtext> </blist> <blist> <bibtext> Hagland CHagland C. Social rules and relationships. Getting to grips with Asperger syndrome. 2010; Jessica Kingsley: 115-138</bibtext> </blist> <blist> <bibtext> Halliday S, Gregory T, Taylor A, Digenis C, Turnbull D. The impact of bullying victimization in early adolescence on subsequent psychosocial and academic outcomes across the adolescent period: A systematic review. Journal of School Violence. 2021; 20; 3: 351-373. 10.1080/15388220.2021.1913598</bibtext> </blist> <blist> <bibtext> Heinrichs RR. A whole-school approach to pullying: Special considerations for children with exceptionalities. Intervention in School and Clinic. 2003; 38; 4: 195-204. 10.1177/105345120303800401</bibtext> </blist> <blist> <bibtext> Hodgins Z, Kelley E, Kloosterman P, Hall L, Hudson CC, Furlano R, Craig W. Brief report: Do you see what I see? The perception of bullying in male adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders. 2020; 50; 5: 1822-1826. 10.1007/s10803-018-3739-y. 30171508</bibtext> </blist> <blist> <bibtext> Hong ER, Neely L, Lund EM. Addressing bullying of students with autism: Suggestions for families and educators. Intervention in School and Clinic. 2015; 50; 3: 157-162. 10.1177/1053451214542047</bibtext> </blist> <blist> <bibtext> Horner RH, Carr EG, Halle J, McGee G, Odom S, Wolery M. The use of single-subject research to identify evidence-based practice in special education. Exceptional Children. 2005; 71; 2: 165-179. 10.1177/001440290507100203</bibtext> </blist> <blist> <bibtext> Humphrey N, Hebron J. Bullying of children and adolescents with autism spectrum conditions: A 'state of the field' review. International Journal of Inclusive Education. 2015; 19; 8: 845-862. 10.1080/13603116.2014.981602</bibtext> </blist> <blist> <bibtext> Humphrey N, Symes W. Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: A qualitative study. Journal of Research in Special Educational Needs. 2010; 10; 2: 82-90. 10.1111/j.1471-3802.2010.01146.x</bibtext> </blist> <blist> <bibtext> Hwang Y-S, Dillon-Wallace J, Campbell M, Ashburner J, Saggers B, Carrington S, Hand K. How students with autism spectrum conditions understand traditional bullying and cyberbullying. International Journal of Inclusive Education. 2018; 22; 4: 391-408. 10.1080/13603116.2017.1370736</bibtext> </blist> <blist> <bibtext> Ingersoll B, Schreibman L. Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders. 2006; 36; 4: 487-505. 10.1007/s10803-006-0089-y. 16568355</bibtext> </blist> <blist> <bibtext> Kapcı EG. Bullying type and severity among elementary school students and its relationship with depression, anxiety and self esteem. Ankara University Journal of Faculty of Educational Sciences. 2004; 37; 1: 1-13. 10.1501/Egifak_0000000087</bibtext> </blist> <blist> <bibtext> Kazdin AE. Single-case research designs: Methods for clinical and applied settings. 2011; Oxford University Press</bibtext> </blist> <blist> <bibtext> Keeling K, Myles BS, Gagnon E, Simpson RL. Using the power card strategy to teach sportsmanship skills to a child with autism. Focus on Autism and Other Developmental Disabilities. 2003; 18; 2: 105-111. 10.1177/108835760301800204</bibtext> </blist> <blist> <bibtext> Kochenderfer-Ladd B, Skinner K. Children's coping strategies: Moderators of the effects of peer victimization?. Developmental Psychology. 2002; 38; 2: 267-278. 10.1037/0012-1649.38.2.267. 11881761</bibtext> </blist> <blist> <bibtext> Koegel LK, Singh AK, Koegel RL. Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders. 2010; 40; 9: 1057-1066. 10.1007/s10803-010-0962-6. 2926912. 20221791</bibtext> </blist> <blist> <bibtext> Koegel R, Fredeen R, Kim S, Danial J, Rubinstein D, Koegel L. Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions. 2012; 14; 3: 133-141. 10.1177/1098300712437043. 3806136. 24163577</bibtext> </blist> <blist> <bibtext> Koegel R, Kim S, Koegel L, Schwartzman B. Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders. 2013; 43; 9: 2121-2134. 10.1007/s10803-013-1765-3. 3672252. 23361918</bibtext> </blist> <blist> <bibtext> Kunda M, Goel AK. Thinking in pictures as a cognitive account of autism. Journal of Autism and Developmental Disorders. 2011; 41; 9: 1157-1177. 10.1007/s10803-010-1137-1. 21103918</bibtext> </blist> <blist> <bibtext> Lazarus RS. From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology. 1993; 44: 1-21. 10.1146/annurev.ps.44.020193.000245. 8434890</bibtext> </blist> <blist> <bibtext> Lindorff M. Ethics, ethical human research and human research ethics committees. The Australian Universities' Review. 2010; 52; 1: 51-59</bibtext> </blist> <blist> <bibtext> Little L. Middle-class mothers' perceptions of peer and sibling victimization among children with Asperger's syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing. 2002; 25; 1: 43-57. 10.1080/014608602753504847. 11934121</bibtext> </blist> <blist> <bibtext> MacDuff GS, Krantz PJ, McClannahan LE. Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis. 1993; 26; 1: 89-97. 10.1901/jaba.1993.26-89. 1297722. 8473261</bibtext> </blist> <blist> <bibtext> Magiati I, Tay XW, Howlin P. Early comprehensive behaviorally based interventions for children with autism spectrum disorders: A summary of findings from recent reviews and meta-analyses. Cognitive Neuropsychiatry. 2012; 2; 6: 543-570. 10.2217/npy.12.59</bibtext> </blist> <blist> <bibtext> Molcho M, Craig W, Due P, Pickett W, Harel-Fisch Y, Overpeck M. Cross-national time trends in bullying behaviour 1994–2006: Findings from Europe and North America. International Journal of Public Health. 2009; 54; Suppl 2: 225-234. 10.1007/s00038-009-5414-8. 19618108</bibtext> </blist> <blist> <bibtext> National Autism Center. (2015). National standards report 2. Retrieved March 7, 2023, from https://nationalautismcenter.org/national-standards/phase-2-</bibtext> </blist> <blist> <bibtext> National Scientific Council on the Developing Child. Excessive stress disrupts the development of brain architecture. Journal of Children's Services. 2014; 9; 2: 143-153. 10.1108/JCS-01-2014-0006</bibtext> </blist> <blist> <bibtext> Nordhagen R, Nielsen A, Stigum H, Köhler L. Parental reported bullying among Nordic children: A population-based study. Child: Care, Health and Development. 2005; 31; 6: 693-701. 10.1111/j.1365-2214.2005.00559.x. 16207227</bibtext> </blist> <blist> <bibtext> Olweus D. Bullying at school: What we know and what we can do?. 1993; Blackwll Publishers</bibtext> </blist> <blist> <bibtext> Olweus DHuesmann LR. Bullying at school. Aggressive behavior: Current perspectives. 1994; Springer: 97-130. 10.1007/978-1-4757-9116-7_5</bibtext> </blist> <blist> <bibtext> Olweus D. Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education. 1997; 12; 4: 495-510. 10.1007/BF03172807</bibtext> </blist> <blist> <bibtext> Park I, Gong J, Lyons GL, Hirota T, Takahashi M, Kim B, Lee SY, Kim YS, Lee J, Leventhal BL. Prevalence of and factors associated with school bullying in students with autism spectrum disorder: A cross-cultural meta-analysis. Yonsei Medical Journal. 2020; 61; 11: 909-922. 10.3349/ymj.2020.61.11.909. 7593096. 33107234</bibtext> </blist> <blist> <bibtext> Parsons S, Charman T, Faulkner R, Ragan J, Wallace S, Wittemeyer K. Bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Autism. 2013; 17; 3: 268-280. 10.1177/1362361312472068. 23614936</bibtext> </blist> <blist> <bibtext> Parsons S, Guldberg K, MacLeod A, Jones G, Prunty A, Balfe T. International review of the evidence on best practice in educational provision for children on the autism spectrum. European Journal of Special Needs Education. 2011; 26; 1: 47-63. 10.1080/08856257.2011.543532</bibtext> </blist> <blist> <bibtext> Parsons S, Kovshoff H, Ivil K. Digital stories for transition: Co-constructing an evidence base in the early years with autistic children, families and practitioners. Educational Review. 2022; 74; 6: 1063-1081. 10.1080/00131911.2020.1816909</bibtext> </blist> <blist> <bibtext> Pellegrini AD, Bartini M. A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal. 2000; 37; 3: 699-725. 10.3102/00028312037003699</bibtext> </blist> <blist> <bibtext> Pellicano E, Dinsmore A, Charman T. What should autism research focus upon? Community views and priorities from the United Kingdom. Autism. 2014; 18; 7: 756-770. 10.1177/1362361314529627. 4230972. 24789871</bibtext> </blist> <blist> <bibtext> Prince J, Tincani M, Dowdy A. Effects of the power card strategy on social commenting of children with autism during gameplay: Strength-based intervention. Journal of Positive Behavior Interventions. 2023; 25; 3: 185-197. 10.1177/10983007231158816</bibtext> </blist> <blist> <bibtext> Reichow B, Volkmar FR, Cicchetti DV. Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders. 2008; 38; 7: 1311-1319. 10.1007/s10803-007-0517-7. 18095149</bibtext> </blist> <blist> <bibtext> Rex C, Charlop MH, Spector V. Using video modeling as an anti-bullying intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 2018; 48; 8: 2701-2713. 10.1007/s10803-018-3527-8. 29516338</bibtext> </blist> <blist> <bibtext> Rigby K. Addressing bullying in schools: Theoretical perspectives and their implications. School Psychology International. 2004; 25; 3: 287-300. 10.1177/0143034304046902</bibtext> </blist> <blist> <bibtext> Roth S, Cohen LJ. Approach, avoidance, and coping with stress. American Psychologist. 1986; 41; 7: 813-819. 10.1037/0003-066X.41.7.813. 3740641</bibtext> </blist> <blist> <bibtext> Rowley E, Chandler S, Baird G, Simonoff E, Pickles A, Loucas T, Charman T. The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement. Research in Autism Spectrum Disorders. 2012; 6; 3: 1126-1134. 10.1016/j.rasd.2012.03.004</bibtext> </blist> <blist> <bibtext> Rutherford M, Baxter J, Grayson Z, Johnston L, O'Hare A. Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism. 2020; 24; 2: 447-469. 10.1177/1362361319871756. 31451016</bibtext> </blist> <blist> <bibtext> Sandstrom MJ. Pitfalls of the peer world: How children cope with common rejection experiences. Journal of Abnormal Child Psychology. 2004; 32; 1: 67-81. 10.1023/B:JACP.0000007581.95080.8b. 14998112</bibtext> </blist> <blist> <bibtext> Smith PK, Sharp S. School bullying: Insights and perspectives. 1994; Routledge</bibtext> </blist> <blist> <bibtext> Sontag LM, Graber JA. Coping with perceived peer stress: Gender-specific and common pathways to symptoms of psychopathology. Developmental Psychology. 2010; 46; 6: 1605-1620. 10.1037/a0020617. 20718534</bibtext> </blist> <blist> <bibtext> Spencer V, Simpson C, Day M, Buster E. Using the power card strategy to teach social skills to a child with autism. Teaching Exceptional Children. 2008; 5; 1: 2-10</bibtext> </blist> <blist> <bibtext> Stahmer AC, Schreibman L, Cunningham AB. Toward a technology of treatment individualization for young children with autism spectrum disorders. Brain Research. 2011; 1380: 229-239. 10.1016/j.brainres.2010.09.043. 20858466</bibtext> </blist> <blist> <bibtext> Sterzing PR, Shattuck PT, Narendorf SC, Wagner M, Cooper BP. Bullying involvement and autism spectrum disorders: Prevalence and correlates of bullying involvement among adolescents with an autism spectrum disorder. Archives of Pediatrics and Adolescent Medicine. 2012; 166; 11: 1058-1064. 10.1001/archpediatrics.2012.790. 22945284</bibtext> </blist> <blist> <bibtext> Storch EA, Masia-Warner C. The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of Adolescence. 2004; 27; 3: 351-362. 10.1016/j.adolescence.2004.03.003. 15159093</bibtext> </blist> <blist> <bibtext> Taylor LA, Saylor C, Twyman K, Macias M. Adding insult to injury: Bullying experiences of youth with attention deficit hyperactivity disorder. Children's Health Care. 2010; 39; 1: 59-72. 10.1080/02739610903455152</bibtext> </blist> <blist> <bibtext> Teti M, Cheak-Zamora N, Lolli B, Maurer-Batjer A. Reframing autism: Young adults with autism share their strengths through photo-stories. Journal of Pediatric Nursing. 2016; 31; 6: 619-629. 10.1016/j.pedn.2016.07.002. 27474436</bibtext> </blist> <blist> <bibtext> The National Clearinghouse on Autism Evidence and Practice. (2020). Evidence-based practices for children, youth and young adults with autism. Retrieved March 13, 2023, from https://ncaep.fpg.unc.edu/</bibtext> </blist> <blist> <bibtext> The National Professional Development Center on Autism Spectrum Disorders. (2018). Matrix of evidence-based practices by outcome and age. Retrieved March 13, 2023, from https://autismpdc.fpg.unc.edu/evidence-based-practices</bibtext> </blist> <blist> <bibtext> Uljarević M, Alvares GA, Steele M, Edwards J, Frazier TW, Hardan AY, Whitehouse AJ. Toward better characterization of restricted and unusual interests in youth with autism. Autism. 2022; 26; 5: 1296-1304. 10.1177/13623613211056720. 34818937</bibtext> </blist> <blist> <bibtext> Ulu-Aydın, H. (2023). Otizm spektrum bozukluğu olan çocuklara sosyal beceri kazandırılmasında güç kartı stratejisinin etkililiği. [The effectiveness of power card strategy in teaching social skill to children with autism spectrum disorder.] (Published master's thesis). Abant Izzet Baysal University</bibtext> </blist> <blist> <bibtext> Van Roekel E, Scholte RH, Didden R. Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders. 2010; 40; 1: 63-73. 10.1007/s10803-009-0832-2. 19669402</bibtext> </blist> <blist> <bibtext> Vanclay F, Baines JT, Taylor CN. Principles for ethical research involving humans: Ethical professional practice in impact assessment part I. Impact Assessment and Project Appraisal. 2013; 31; 4: 243-253. 10.1080/14615517.2013.850307</bibtext> </blist> <blist> <bibtext> Vannest KJ, Ninci J. Evaluating intervention effects in single-case research designs. Journal of Counseling &amp; Development. 2015; 93; 4: 403-411. 10.1002/jcad.12038</bibtext> </blist> <blist> <bibtext> Wainscot JJ, Naylor P, Sutcliffe P, Tantam D, Williams JV. Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger syndrome (high-functioning autism): A case-control study. International Journal of Psychology &amp; Psychological Therapy. 2008; 8; 1: 25-38</bibtext> </blist> <blist> <bibtext> Wang J, Iannotti RJ, Luk JW, Nansel TR. Co-occurrence of victimization from five subtypes of bullying: Physical, verbal, social exclusion, spreading rumors, and cyber. Journal of Pediatric Psychology. 2010; 35; 10: 1103-1112. 10.1093/jpepsy/jsq048. 2980945. 20488883</bibtext> </blist> <blist> <bibtext> Willsey HR, Willsey AJ, Wang B, State MW. Genomics, convergent neuroscience and progress in understanding autism spectrum disorder. Nature Reviews Neuroscience. 2022; 23; 6: 323-341. 10.1038/s41583-022-00576-7. 10693992. 35440779</bibtext> </blist> <blist> <bibtext> Wilton MMM, Craig WM, Pepler DJ. Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development. 2000; 9; 2: 226-245. 10.1111/1467-9507.00121</bibtext> </blist> <blist> <bibtext> Winter-Messiers MA. From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger syndrome. Remedial and Special Education. 2007; 28; 3: 140-152. 10.1177/07419325070280030301</bibtext> </blist> <blist> <bibtext> Winter-Messiers MA, Herr CM, Wood CE, Brooks AP, Gates MAM, Houston TL, Tingstad KI. How far can brian ride the daylight 4449 express? A strength-based model of Asperger syndrome based on special interest areas. Focus on Autism and Other Developmental Disabilities. 2007; 22; 2: 67-79. 10.1177/10883576070220020701</bibtext> </blist> <blist> <bibtext> Zablotsky B, Bradshaw CP, Anderson C, Law P. Involvement in bullying among children with autism spectrum disorders: Parents' perspectives on the influence of school factors. Behavioral Disorders. 2012; 37; 3: 179-191. 10.1177/019874291203700305</bibtext> </blist> <blist> <bibtext> Zablotsky B, Bradshaw CP, Anderson C, Law PA. The association between bullying and the psychological functioning of children with autism spectrum disorders. Journal of Developmental &amp; Behavioral Pediatrics. 2013; 34; 1: 1-8. 10.1097/DBP.0b013e31827a7c3a</bibtext> </blist> </ref> <aug> <p>By Hatice Ulu Aydin; Ilknur Cifci Tekinarslan and Yesim Gulec Aslan</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib48" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib55" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib113" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib70" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib76" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib42" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib75" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib107" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib17" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib51" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib77" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib95" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib97" firstref="ref14"></nolink> <nolink nlid="nl14" bibid="bib102" firstref="ref15"></nolink> <nolink nlid="nl15" bibid="bib19" firstref="ref16"></nolink> <nolink nlid="nl16" bibid="bib34" firstref="ref17"></nolink> <nolink nlid="nl17" bibid="bib67" firstref="ref18"></nolink> <nolink nlid="nl18" bibid="bib106" firstref="ref19"></nolink> <nolink nlid="nl19" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib108" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib33" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib18" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib12" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib88" firstref="ref40"></nolink> <nolink nlid="nl25" bibid="bib103" firstref="ref42"></nolink> <nolink nlid="nl26" bibid="bib41" firstref="ref43"></nolink> <nolink nlid="nl27" bibid="bib24" firstref="ref44"></nolink> <nolink nlid="nl28" bibid="bib16" firstref="ref46"></nolink> <nolink nlid="nl29" bibid="bib50" firstref="ref49"></nolink> <nolink nlid="nl30" bibid="bib53" firstref="ref50"></nolink> <nolink nlid="nl31" bibid="bib112" firstref="ref53"></nolink> <nolink nlid="nl32" bibid="bib49" firstref="ref56"></nolink> <nolink nlid="nl33" bibid="bib85" firstref="ref68"></nolink> <nolink nlid="nl34" bibid="bib91" firstref="ref70"></nolink> <nolink nlid="nl35" bibid="bib26" firstref="ref71"></nolink> <nolink nlid="nl36" bibid="bib47" firstref="ref72"></nolink> <nolink nlid="nl37" bibid="bib96" firstref="ref73"></nolink> <nolink nlid="nl38" bibid="bib10" firstref="ref74"></nolink> <nolink nlid="nl39" bibid="bib86" firstref="ref75"></nolink> <nolink nlid="nl40" bibid="bib13" firstref="ref76"></nolink> <nolink nlid="nl41" bibid="bib73" firstref="ref77"></nolink> <nolink nlid="nl42" bibid="bib90" firstref="ref78"></nolink> <nolink nlid="nl43" bibid="bib92" firstref="ref79"></nolink> <nolink nlid="nl44" bibid="bib65" firstref="ref80"></nolink> <nolink nlid="nl45" bibid="bib25" firstref="ref81"></nolink> <nolink nlid="nl46" bibid="bib72" firstref="ref82"></nolink> <nolink nlid="nl47" bibid="bib87" firstref="ref84"></nolink> <nolink nlid="nl48" bibid="bib36" firstref="ref86"></nolink> <nolink nlid="nl49" bibid="bib20" firstref="ref90"></nolink> <nolink nlid="nl50" bibid="bib60" firstref="ref91"></nolink> <nolink nlid="nl51" bibid="bib11" firstref="ref94"></nolink> <nolink nlid="nl52" bibid="bib54" firstref="ref95"></nolink> <nolink nlid="nl53" bibid="bib71" firstref="ref101"></nolink> <nolink nlid="nl54" bibid="bib99" firstref="ref102"></nolink> <nolink nlid="nl55" bibid="bib100" firstref="ref103"></nolink> <nolink nlid="nl56" bibid="bib43" firstref="ref105"></nolink> <nolink nlid="nl57" bibid="bib28" firstref="ref109"></nolink> <nolink nlid="nl58" bibid="bib83" firstref="ref110"></nolink> <nolink nlid="nl59" bibid="bib93" firstref="ref111"></nolink> <nolink nlid="nl60" bibid="bib29" firstref="ref112"></nolink> <nolink nlid="nl61" bibid="bib38" firstref="ref113"></nolink> <nolink nlid="nl62" bibid="bib39" firstref="ref115"></nolink> <nolink nlid="nl63" bibid="bib21" firstref="ref116"></nolink> <nolink nlid="nl64" bibid="bib63" firstref="ref117"></nolink> <nolink nlid="nl65" bibid="bib101" firstref="ref118"></nolink> <nolink nlid="nl66" bibid="bib110" firstref="ref119"></nolink> <nolink nlid="nl67" bibid="bib111" firstref="ref120"></nolink> <nolink nlid="nl68" bibid="bib46" firstref="ref123"></nolink> <nolink nlid="nl69" bibid="bib61" firstref="ref124"></nolink> <nolink nlid="nl70" bibid="bib64" firstref="ref125"></nolink> <nolink nlid="nl71" bibid="bib40" firstref="ref127"></nolink> <nolink nlid="nl72" bibid="bib98" firstref="ref128"></nolink> <nolink nlid="nl73" bibid="bib15" firstref="ref136"></nolink> <nolink nlid="nl74" bibid="bib62" firstref="ref137"></nolink> <nolink nlid="nl75" bibid="bib59" firstref="ref144"></nolink> <nolink nlid="nl76" bibid="bib52" firstref="ref180"></nolink> <nolink nlid="nl77" bibid="bib22" firstref="ref183"></nolink> <nolink nlid="nl78" bibid="bib27" firstref="ref189"></nolink> <nolink nlid="nl79" bibid="bib105" firstref="ref190"></nolink> <nolink nlid="nl80" bibid="bib58" firstref="ref191"></nolink> <nolink nlid="nl81" bibid="bib45" firstref="ref194"></nolink> <nolink nlid="nl82" bibid="bib14" firstref="ref197"></nolink> <nolink nlid="nl83" bibid="bib57" firstref="ref205"></nolink> <nolink nlid="nl84" bibid="bib31" firstref="ref210"></nolink> <nolink nlid="nl85" bibid="bib30" firstref="ref231"></nolink> <nolink nlid="nl86" bibid="bib68" firstref="ref232"></nolink> <nolink nlid="nl87" bibid="bib89" firstref="ref233"></nolink> <nolink nlid="nl88" bibid="bib109" firstref="ref234"></nolink> <nolink nlid="nl89" bibid="bib66" firstref="ref249"></nolink> <nolink nlid="nl90" bibid="bib104" firstref="ref250"></nolink> <nolink nlid="nl91" bibid="bib37" firstref="ref254"></nolink> <nolink nlid="nl92" bibid="bib32" firstref="ref259"></nolink> <nolink nlid="nl93" bibid="bib44" firstref="ref260"></nolink> <nolink nlid="nl94" bibid="bib79" firstref="ref261"></nolink> <nolink nlid="nl95" bibid="bib78" firstref="ref262"></nolink> <nolink nlid="nl96" bibid="bib80" firstref="ref263"></nolink> <nolink nlid="nl97" bibid="bib82" firstref="ref264"></nolink> <nolink nlid="nl98" bibid="bib69" firstref="ref265"></nolink> <nolink nlid="nl99" bibid="bib94" firstref="ref266"></nolink> <nolink nlid="nl100" bibid="bib84" firstref="ref267"></nolink> <nolink nlid="nl101" bibid="bib35" firstref="ref268"></nolink> <nolink nlid="nl102" bibid="bib56" firstref="ref275"></nolink> <nolink nlid="nl103" bibid="bib74" firstref="ref276"></nolink> <nolink nlid="nl104" bibid="bib81" firstref="ref277"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1447827 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Power Card Strategy: Strength-Based Intervention against Bullying for Children with Autism Spectrum Disorder – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hatice+Ulu+Aydin%22">Hatice Ulu Aydin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8593-8430">0000-0002-8593-8430</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ilknur+Cifci+Tekinarslan%22">Ilknur Cifci Tekinarslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5028-3289">0000-0001-5028-3289</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yesim+Gulec+Aslan%22">Yesim Gulec Aslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0283-2129">0000-0003-0283-2129</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Autism+and+Developmental+Disorders%22"><i>Journal of Autism and Developmental Disorders</i></searchLink>. 2024 54(12):4408-4431. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Patterned+Responses%22">Patterned Responses</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s10803-023-06161-w – Name: ISSN Label: ISSN Group: ISSN Data: 0162-3257<br />1573-3432 – Name: Abstract Label: Abstract Group: Ab Data: The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1447827 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1447827 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10803-023-06161-w Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 4408 Subjects: – SubjectFull: Autism Spectrum Disorders Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Bullying Type: general – SubjectFull: Victims Type: general – SubjectFull: Coping Type: general – SubjectFull: Intervention Type: general – SubjectFull: Visual Aids Type: general – SubjectFull: Student Welfare Type: general – SubjectFull: Patterned Responses Type: general Titles: – TitleFull: The Power Card Strategy: Strength-Based Intervention against Bullying for Children with Autism Spectrum Disorder Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hatice Ulu Aydin – PersonEntity: Name: NameFull: Ilknur Cifci Tekinarslan – PersonEntity: Name: NameFull: Yesim Gulec Aslan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0162-3257 – Type: issn-electronic Value: 1573-3432 Numbering: – Type: volume Value: 54 – Type: issue Value: 12 Titles: – TitleFull: Journal of Autism and Developmental Disorders Type: main |
| ResultId | 1 |
