A review of the empirical research literature on Social Stories is presented, including a descriptive review and single-subject meta-analysis of appropriate studies. Examination of data suggests the effects of Social Stories are highly variable. Interpretations of extant studies are frequently confounded by inadequate participant description and the use of Social Stories in combination with other interventions. It is unclear whether particular components of Social Stories are central to their efficacy. Data on maintenance and generalization are also limited. Social Stories stand as a promising intervention, being relatively straightforward and efficient to implement with application to a wide range of behaviors. Further research is needed to determine the exact nature of their contribution and the components critical to their efficacy.
Social Stories™ have gained Wide acceptance as an intervention for children With autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child With ASD, moderate intellectual disability, and associated language impairment. Over an extended period there Was evidence of a decrease in the target behavior. Further, this decrease Was associated With increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills When evaluating the suitability of this intervention for students With moderate intellectual disabilities and to monitor comprehension.
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