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Friday, May 16, 2008
Champagne Terrace/Bordeaux (Novotel London West)
10:30 AM
Background: Autism is a neurological disability that is diagnosed in increasingly large numbers of children, which necessitates effective intervention strategies for practitioners. A teaching intervention of increasing popularity used to increase pro-social behavior and decrease problem behavior in young children with autism is Social Stories™.
Objectives: The objective of this study was to evaluate the effects of a Social Story™ intervention on the social behavior of 4 young children with autism. The following research questions were addressed:
In preschoolers with diagnoses of autism:
(1) Does the Social Story intervention increase pro-social behavior and decrease problem behavior?
(2) Do the social behavior rates approach those of age and gender-matched typically developing peers?
(3) Are the effects of intervention maintained over a one month period?
(4) Do teachers support the social validity of Social Stories?
Methods: This study used a multiple-baseline across participants design to evaluate the effects of the Social Story on the pro-social and problem behaviors of the participants in comparison to gender and age-matched peers in the inclusive preschool classroom.
Results: The results of this study indicate that the Social Story was effective in increasing pro-social behavior rates in 3 of the 4 participants. None of the participants reached the pro-social behavior rates of age and gender-matched peers, though one child‘s pro-social behaviors exceeded the rate of peers on three occasions. The problem behaviors of all 4 participants decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants.
Conclusions: The present research adds to the current small though growing literature base in support of the use of Social Stories. Due to the call for scientifically based research in the classrooms, this study contributes to the support of Social Stories as an evidence-based practice for recommended use by practitioners in the field.
Objectives: The objective of this study was to evaluate the effects of a Social Story™ intervention on the social behavior of 4 young children with autism. The following research questions were addressed:
In preschoolers with diagnoses of autism
(1) Does the Social Story intervention increase pro-social behavior and decrease problem behavior?
(2) Do the social behavior rates approach those of age and gender-matched typically developing peers?
(3) Are the effects of intervention maintained over a one month period?
(4) Do teachers support the social validity of Social Stories?
Methods: This study used a multiple-baseline across participants design to evaluate the effects of the Social Story on the pro-social and problem behaviors of the participants in comparison to gender and age-matched peers in the inclusive preschool classroom.
Results: The results of this study indicate that the Social Story was effective in increasing pro-social behavior rates in 3 of the 4 participants. None of the participants reached the pro-social behavior rates of age and gender-matched peers, though one child‘s pro-social behaviors exceeded the rate of peers on three occasions. The problem behaviors of all 4 participants decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants.
Conclusions: The present research adds to the current small though growing literature base in support of the use of Social Stories. Due to the call for scientifically based research in the classrooms, this study contributes to the support of Social Stories as an evidence-based practice for recommended use by practitioners in the field.