The Effects of Social Stories on the Social Engagement of Children with Autism

Abstract

A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating requests, and making contingent responses. Following the intervention, which consisted of reading individualized social stories, answering comprehension questions, and participating in a 10-min play session, the duration of social engagement increased for all 3 students with both a training peer and a novel peer. The number of target social skills displayed during the 10-min play sessions increased after the intervention was introduced. Two students demonstrated generalization to a classroom setting. These findings suggest that the use of social stories without additional social skill interventions may be effective in increasing the duration of social engagement and the frequency of specific social skills.

Teaching Social Skills to Students with Autism: a Video Modeling Social Stories Approach

“…Consistent with an ecobehavioral approach, we sought to examine the efficacy of social stories independent of programmed contingencies employed in most social skills training packages (cf. Delano & Snell, 2006). As noted by Lutzker, Steed, and Huynen (1998), the primary difficulties with employing this model revolve around staging and monitoring the environment in the sense that "... it requires constant concerted efforts in staff training.…”

“…Of the four participants, two indicated little to no improvement during intervention and follow-up, and the remaining two participants showed slightly better results (Hanley-Hochdorfer et al, 2010). Delano and Snell (2006) paired participants diagnosed with autism with same-aged nondisabled peers to investigate the effects of social stories on social skills. During intervention, social stories were created for and read to participants.…”

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.…”

Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs)

“…This approach has been examined by researchers and found to be effective in improving social understanding and social behaviour in children diagnosed with ASDs (Attwood, 2007). Studies on the effects of the Social Stories TM intervention reveal promising results 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 regarding increases or reductions in targeted behaviours (Crozier & Tincani, 2005;Delano & Snell, 2006;Sansosti & Powell-Smith, 2006). This intervention has grown in popularity as it provides visual structure and sequencing to teach social skills and reduce problem behaviour in a nonintrusive way (Olley, 2005).…”

“…Technology offers carers the possibility of personalising stories by facilitating the use of graphic images, animated characters, digital pictures, video clips and sound files which suit the individual"s developmental age, learning style, reading ability, attention span and special interests. Some researchers have used multimedia (Hagiwara & Smith Myles, 1999), visual cues (Thiemann & Goldstein, 2001;Lorimer et al, 2002;Delano & Snell, 2006;Soenksen & Alper, 2006), verbal cues (Thiemann & Goldstein, 2001;Soenksen & Alper, 2006), music (Brownell, 2002), and personal photographs (Agosta et al, 2004;Ivey et al, 2004) to illustrate social stories and found that it helped children to understand the meaning behind the text. work environment (Smith, 2001).…”