Using Social Stories to Teach Social and Behavioral Skills to Children with Autism

Swaggart, Brenda L.; Gagnon, Elisa; Bock, Stacey Jones; Earles, Theresa L.; Quinn, Colleen; Myles, Brenda Smith; Simpson, Richard L.

doi:10.1177/108835769501000101

Cited by 137 publications

(97 citation statements)

References 8 publications

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“…Studies have often combined Social Stories with other instructional methods such as prompting (e.g., Swaggart et al, 1995), reinforcement (e.g., Swaggart et al), and selfevaluation (e.g., Thiemann & Goldstein, 2001), making it difficult to determine the unique or additive effects of intervention components. However, Reynhout and Carter (2006) found little difference in effect sizes across studies using Social Stories alone and those using Social Stories intervention packages.…”

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confidence: 99%

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

Chan

O’Reilly

2008

J of App Behav Analysis

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A Social Stories TM intervention package was used to teach 2 students with autism to read Social Stories, answer comprehension questions, and engage in role plays. Appropriate social behaviors increased and inappropriate behaviors decreased for both participants, and the effects were maintained for up to 10 months. This intervention package appears to be useful in inclusive classroom environments and does not require intensive supervision of the child's behavior.

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confidence: 99%

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

Chan

O’Reilly

2008

J of App Behav Analysis

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“…Prior research has investigated the effects of Social Story interventions on (a) improving positive social behaviors (Barry & Burley, 2004;Norris & Dattilo, 1999), (b) decreasing challenging behaviors (Adams, Gouyousis, VanLue, & Waldrofi, 2004;Brownell, 2002;Kuoch & Mirenda, 2003;Lorimer, Simpson, Myles, & Ganz, 2002;Scattone, Wilczynsski, Edwards, & Rabian, 2002) (c) increasing hand washing and on-task behavior (Hagiwara & Myles, 1999) (d) greeting people appropriately and sharing toys (Swaggart, et al, 1995); (e) increasing the frequency of social communication behaviors (Thiermann & Golstein, 2001); and (d) increasing appropriate play (Barry & Burley, 2004). In each of these studies, positive trends are provided for the effectiveness of the use of the Social Stories with children with autism or autism spectrum disorders.…”

Section: Discussionmentioning

confidence: 99%

Sosyal Öyküler: Otistik Çocuklara Yönelik Bir Sağaltım

Özdemir¹

2007

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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“…Los autores informan de los resultados positivos para la enseñanza de nuevas habilidades y la disminución de conductas disruptivas (Swaggart et al, 1995); sin embargo, con esta intervención no podemos saber sólo el impacto relativo de las historias sociales (Gray, 1998). En el mismo área de trabajo conductual, Kuttler, Myles y Carlson (1998) obtuvieron buenos resultados a propósito del efecto de las historias sociales en reducir los precursores de las rabietas de un niño con autismo de 12 años.…”

Section: Sistemas Visualesunclassified

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

Gutiérrez¹,

Parra²

2008

RPPC

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Resumen: El objetivo de este artículo es presentar una revisión de los estudios e investigaciones sobre los programas de intervención en el ámbito de la comunicación social y más específicamen-te en el área pragmática en el colectivo de personas con trastornos del espectro autista de nivel alto de funcionamiento cognoscitivo (síndrome de Asperger y autismo de nivel alto). Se analizan algunas propuestas en el área social como los centros de ocio planificado, el trabajo con grupos de iguales, los métodos visuales, las agendas, las «historias sociales» y las «conversaciones en forma de historieta», así como otras propuestas centradas específicamente en los aspectos funcionales y pragmáticos de la comunicación. Se revisan los métodos utilizados y los resultados más significativos obtenidos. Finalmente, se resumen las principales conclusiones de las intervenciones realizadas en el ámbito de la comunicación y relación social.Palabras clave: Trastornos del espectro autista, síndrome de Asperger, relación social, comunicación, habilidades pragmáticas, programas de intervención. Socio-communicative interventions in high functioning autistic spectrum disordersAbstract: The aim of this paper is to present a review of the studies and investigations regarding the programs of interventions in the area of social communication and more specifically in the pragmatic area of people with autistic spectrum disorders (Asperger's syndrome and high functioning autism). Some proposals are analyzed in the social area such as planned leisure centers, working with peer groups, visual methods, agendas, «social stories» and «comic strip conversations», as well as other proposals centered specifically on the functional and pragmatic aspects of communication. The methodology and the most significant results are reviewed. Finally, the principle conclusions of the programs of intervention realized in the area of communication and social relationships are summarized.

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Using Social Stories to Teach Social and Behavioral Skills to Children with Autism

Cited by 137 publications

References 8 publications

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

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

Sosyal Öyküler: Otistik Çocuklara Yönelik Bir Sağaltım

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

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