Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability

Abstract

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.

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

“…Sosyal öyküler otizm bozukluğu gösteren çocuklarda sosyal becerilerin edinimini sağlamak ve varolan sosyal becerileri geliştirmek amacıyla ilk kez 1991'de Carol Gray tarafından desenlenmiş ve uygulanmıştır. Sosyal öyküler, otizm spektrum bozukluğu gösteren çocuklara sosyal durumları açıklamak, sosyal becerileri öğretmek ve sosyal durumlarda zorluklarla başa çıkmalarını sağlamak amacıyla özel bir formatta çocuğun ağzından yazılan öykülerdir (Reynhout ve Carter, 2007;Spencer, Simpson ve Lynch, 2008).…”

Strengthening Social Skills in Students With an Intellectual Disability in Secondary Education

“…This is also confirmed from Reynhout and Carter (2007), who examined the effectiveness of the application of a social story to an eight-year-old student with ID and ASD. More specifically, the student could not join a conversation and his speech was limited from two to three words.…”

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

“…Current empirical support for the use of Social Stories TM can best be described as incomplete, however. Although prior research investigating the effects of Social Stories TM has demonstrated successful outcomes in reducing repetitive and tantrum behaviors (Kuttler, Myles, & Carlson, 1998;Lorimer, Simpson, Myles, & Ganz, 2002;Reynhout & Carter, 2007), decreasing disruptive classroom behaviors (Scattone, Wilczynski, Edwards, & Rabian, 2002), increasing the frequency of social interactions (Norris & Dattilo, 1999;Sansosti & Powell-Smith, 2006;Scattone et al, 2006;Thiemann & Goldstein, 2001), and increasing appropriate play (Barry & Burlew, 2004), a host of methodological concerns and confounding treatment variables raise questions regarding the true efficacy of Social Stories TM as an evidenced-based practice. In their comprehensive review and synthesis of the existing research, Sansosti and colleagues (2004) found that the majority of studies that were conducted lacked experimental control, had weak treatment effects, and were confounded by a variety of treatment variables making it difficult to determine if Social Stories TM alone were responsible for changes observed in target behaviors.…”