Teaching social behavior to children with autism spectrum disorders using Social Stories™: Implications for school-based practice.

Abstract

Due to recent demands in education calling for increased evidence-based practices and data-based decision-making, it is imperative that the research support for Social Stories™ be made available to a variety of practitioners. Furthermore, it is essential that the future practice of using Social Stories™ in schools be grounded in behavior analytical approaches. This article explores the use of Social Stories™ for increasing the social behavior of individuals with autism spectrum disorders within school-based settings. Following an overview of Social Stories™ and brief critique of the research literature, this article will discuss recommendations for future research and implications for school-based practice.

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

“…It is necessary for educators to understand the specific guidelines for the creation of Social Stories TM . A review of the extant literature has demonstrated that Social Stories TM are commonly written without regard for the specific guidelines outlined by Gray, which may be responsible for the limited amount of research supporting their efficacy (Sansosti, 2008). To address these concerns (and perhaps contribute to the literature base), school-based personnel are encouraged to engage in a variety of professional development activities that will ensure that Social Stories TM are being created accurately.…”

A Comparison Between Multiple and Single Presentation of Social Stories for Children with Autism Spectrum Disorder

“…Carol Gray tarafından geliştirilen sosyal öyküler bireylerin sosyal yaşamda nasıl davranması gerektiğine ilişkin bilgiler veren bireyselleştirilmiş kısa hikâyelerdir (Kırcaali-İftar, 2007;Kurt, 2012b;Wright ve McCathren, 2012). Sosyal öyküler genel olarak bireylerin günlük yaşamlarında değişiklikler yapmak, iletişim kurmak, iletişimi devam ettirmek, sıra almak gibi sosyal davranışları açıklamak ve öğretmek amacıyla, ayrıca bireylerin davranışlarının nedenlerini açıklamak, akademik becerileri, iletişim becerilerini ve çeşitli uyumsal becerileri öğretmek ve istenmeyen davranışları azaltmak için kullanılmaktadır (Barry ve Burlew, 2004;Carbo, 2005;Gray, 2000;Sansosti, 2009;Scattone, Wilezynski ve Edwards, 2002;Scattone, Tingstrom ve Wilcyznski, 2006;Vuran ve Usluer, 2012). Farklı becerilerin öğretiminde kullanılan sosyal öyküler hedef davranışın ilişkin çeşitli bilgiler içermektedir.…”