Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention

Abstract

Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition.

The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder

“…These skills are considered important for the interpretation of the intentions of others, putting individuals with ASD at a disadvantage during social interactions (Leppänen and Nelson 2006). People with ASD can also have difficulties identifying appropriate greetings (Reichow and Sabornie 2009) and understanding humour (Samson and Hegenloh 2010). Social difficulties predict a lower number of peer relationships and reduced participation in recreational activities (Orsmond et al 2004), as well as reduced ability to form romantic relationships (Stokes et al 2007), factors known to lead to a significant reduction in psychological wellbeing (Whitehouse et al 2009).…”

The Effectiveness And Efficiency Of Social Stories And Video Modelling On Teaching Social Skills To Children With Autism Spectrum Disorder

“…Sosyal öyküyle yapılan çalışmalar arasında arkadaşlarıyla oyun oynama, oyunu sürdürme ve oyuncaklarını paylaşma (Delano ve Snell, 2006;Pettigrew, 1998;Sansosti ve Powell Smith, 2008), sözel yönergelere tepki verme (Brownell, 2002;Rogers ve Myles, 2001), selamlaşma (Feinberg, 2002;Grigore ve Rusu, 2014;Litras, Moore ve Anderson, 2010;Reichow ve Sabornie, 2009) olarak uygun sosyal davranışların arttırılmasına yönelik çalışmaların yapıldığı görülmektedir. Bununla birlikte yüksek sesle okuma, konu ile ilgili yorumda bulunma (Hagiwara ve Myles, 1999) ve hikaye dersine katılımı arttırma (Ivey, Heflin ve Alberto, 2004) gibi var olan sosyal becerilerin geliştirilmesine yönelik yapılan çalışmalar da bulunmaktadır.…”

iCanLearn: A Mobile Application for Creating Flashcards and Social Stories™ for Children with Autism

“…The stories help the child with ASD understand how someone else might be feeling, and how they can respond appropriately [7,8]. Literature shows that the stories improve the child with ASD's understanding of social expectations for behavior in multiple studies across a variety of settings [9][10][11][12][13]. Both these methods are thought to improve the child's expectations of routines and behaviors expected of them during the routines.…”