To date there are more than one dozen studies that validate the use of Social Stories™ as an effective behavioral intervention. Many of these studies focused on decreasing inappropriate behaviors (e.g., aggression, screaming, and grabbing toys), and most combined Social Stories With another intervention. The present study used a multiple baseline design across participants to investigate the effectiveness of Social Stories When used as a sole intervention to increase the appropriate social interactions of 3 children With autism spectrum disorders toWard peers both With and Without disabilities. During baseline, participants demonstrated feW appropriate social interactions, although all had some functional expressive language. An increase in appropriate social interactions occurred for 2 of the participants after the intervention Was implemented. These findings suggest that Social Stories may be effective for some children With autism spectrum disorders; hoWever, the population they best serve has not yet been fully identified.

This study combined Social Stories with video modeling in an effort to enhance the conversation skills of a boy with Asperger's Disorder. Treatment consisted of two components: (a) observation of video taped Social Stories that included two adults modeling targeted conversational skills and (b) 5-min social interactions. A multiple baseline design across behaviors was used to evaluate the intervention and an increase in 2 out of 3 targeted conversation skills occurred. In addition, generalized behavior changes were observed. These findings provide support for including Social Stories as part of a video treatment package in teaching complex social interaction behaviors to young children with Asperger's Disorder.

Autism is characterized by deficits in pretend play, perspective taking, initiating and responding to others, and other profound social impairments. As the incidence of children being identified with autism increases, so does the need for effective interventions that target social skills development. Over the last decade, social skills interventions have become more sophisticated, incorporating video technology and naturalistic teaching procedures. Many of these studies have been shown to generalize across settings, participants, and to individuals not directly involved in these studies. Although the small sample sizes make generalization of findings to the population at large somewhat problematic, continued replication of these studies and the development of increasingly sophisticated social skills interventions may lead to broader interpretation and application. This article reviews critical research conducted over the past 15 years on social skills interventions. To aid in the implementation of these interventions, suggestions for application and a list of references follow the review.

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The Vineland Adaptive Behavior Scales, Second Edition (Vineland-II), and Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) were administered to 65 children between the ages of 12 and 42 months referred for developmental delays. Standard scores and age equivalents were compared across instruments. Analyses showed no statistical difference between Vineland-II ABC standard scores and cognitive levels obtained from the Bayley-III. However, Vineland-II Communication and Motor domain standard scores were significantly higher than corresponding scores on the Bayley-III. In addition, age equivalent scores were significantly higher on the Vineland-II for the fine motor subdomain. Implications for early intervention are discussed.