A Social Stories™ Intervention Package for Students With Autism in Inclusive Classroom Settings

Chan, Jeffrey M.; O’Reilly, Mark F.

doi:10.1901/jaba.2008.41-405

Cited by 92 publications

(69 citation statements)

References 11 publications

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“…Outcome measures included initiations (n = 2; 67 %), responses (n = 1; 33 %), and interactions (n = 2; 67 %). In two studies, the intervention occurred in a separate classroom setting prior to (i.e., at the start of the school day; or immediately before) the activity (e.g., circle time, centers, play) during which the child was expected to engage in the target behavior (Apple et al 2005;Chan and O'Reilly 2008). In the 3rd study, intervention occurred in the classroom just before unstructured play times (Sansosti and Powell-Smith 2008).…”

Section: Combined Child-specific Studiesmentioning

confidence: 99%

“…In the 3rd study, intervention occurred in the classroom just before unstructured play times (Sansosti and Powell-Smith 2008). Chan and O'Reilly (2008) developed an intervention package combining social stories with adult-mediated instruction. Created social stories followed Gray's (2000) guidelines, and the researcher read the story at the start of the school day (1-4 days a week).…”

Section: Combined Child-specific Studiesmentioning

confidence: 99%

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School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Whalon

Conroy

Martinez

et al. 2015

J Autism Dev Disord

114

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The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.

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Section: Combined Child-specific Studiesmentioning

confidence: 99%

Section: Combined Child-specific Studiesmentioning

confidence: 99%

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Whalon

Conroy

Martinez

et al. 2015

J Autism Dev Disord

114

View full text Add to dashboard Cite

show abstract

“…Six of these were excluded on the abstract level for the following reasons: one dealt only with task analysis for teaching menstrual care (Klett & Turan, 2012); one dealt with preschoolers with autism enrolled in full-inclusion kindergarten classrooms (Chan & O'Reilly, 2008); one dealt with children between three and four years of age who had specific language impairments (Pettigrew, 1998); one dealt with individuals with learning disabilities (Kalyva & Agaloitis, 2008); one only dealt with changing problematic lunchtime behaviour related to independently entering the dining-room hall (Toplis & Hadwin, 2006); and one with decreasing disruptive behaviour of children with autism (Ozdemir, 2008). The remaining eight papers were read at full-text level and are summarised in Table 1.…”

Section: Phasementioning

confidence: 99%

A Sexuality and Relationship Training Program for Women with Intellectual Disabilities: A Social Story Approach

Bornman

Rathbone

2016

Sex Disabil

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A multi-method study design involving three different phases was used to develop four social stories that could be used as part of a sexuality and relationship training program for women with intellectual disabilities. Phase 1 entailed a systematic review of the literature and results indicate that social stories provide a suitable methodology for teaching socially desirable responses related to sexuality and relationships. Phase 2 entailed a focus group with women with intellectual disabilities and results showed that they wanted more information about different types of relationships, including romantic relationships. They also wanted to understand what types of behaviour (e.g. different types of greetings) were appropriate for the different types of relationships.Next, four social stories were written based on the results of these two phases. Finally, these four social stories were implemented in Phase 3 with ten caregivers of women with intellectual disabilities in order to evaluate the appropriateness of the stories. Results showed that three of the four social stories were appropriate, and that one required re-writing as it was not appropriate for the specific context, as women at that facility did not have the opportunity to go on dates. A suggestion was made that the story be re-written to reflect romantic relationships as opposed to dating.

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“…The technique were introduced by Gray (1995) which consists three steps, (1) story reading, (2) comprehension and (3) role playing. A study was conducted by Chan and O'Reilly (2008) has proven that this technique has successfully changed the behaviors of two autistics students under an inclusive classroom without the presence of their counselor during the class in session. Another study by Shari, Brenda & Judith (1998) found out that social stories technique were able to reduce the tantrum behavior of an autistic student.…”

mentioning

confidence: 99%

“…According to Chan and O'Reilly (2008), a social story is one of the effective ways to work on a particular understanding of autistic children whom are facing problems with communication and thus changing their behavior and promote effective teaching and learning.…”

mentioning

confidence: 99%

Tantrum Behavior Modification for Autistic Student at Secondary School Using Social Stories Technique

Sha'arani

Tahar

2017

ICSAR

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Autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. The objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. This study is a case study that builds quantitative behavior classical conditioning theory expounded by Ivan Pavlov and combined with the ADDIE Model. Observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. The method of A-B where A represents the baseline phase and B-phase intervention represents. Social stories read to sample every day before the teaching begins within 10 minutes. The results of this study found that social stories technique successfully reduced the tantrum behavior study. However, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. Through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. It is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. We hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique.

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A Social Stories™ Intervention Package for Students With Autism in Inclusive Classroom Settings

Cited by 92 publications

References 11 publications

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

A Sexuality and Relationship Training Program for Women with Intellectual Disabilities: A Social Story Approach

Tantrum Behavior Modification for Autistic Student at Secondary School Using Social Stories Technique

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