The journal article focuses on describing the effects of Social Stories intervention on the behavior and social interaction of 4 kindergarten students with Autism Spectrum Disorder. Although the results of the study showed that the intervention modestly decreased behavioral problems, it appears that using Social Stories may be effective and provide potential benefits to some students with autism. One of the methods that educators can use to increase positive behaviors for children with autism is Social Story intervention. Social Stories are personalized, short stories that help children on the autism spectrum understand social behaviors but they also teach expectations and routines. The information is presented in the form of illustrations
…show more content…
All participants were diagnosed with autism spectrum disorder. The purpose of the method was to engage students in class activities, respond to peer initiations and reduce negative behavior such as pushing others, hitting or taking toys. Prior to the beginning of the research, children were surveyed with Carolina Curriculum for Infants and Toddlers with Special Needs and The Social Responsiveness Scale. The results showed that students were capable to communicate functionally. In addition, observation of other children was conducted to determine the median of social interactions. Before the intervention, three trained observers were recording data for targeted skills for 10 minutes at least three times a week. The treatment included reading aloud the individualized Social Story during free play at least once a day and then checking basic comprehension of the text by asking students questions after the story was read.
The results of the study revealed that the Social Story intervention decreased problem behaviors immediately but modestly for all students and there was none significant decrease in problem prosocial functioning for all participants. According to the authors only 1 child “was the closest to approaching the social behavior rate of age and gender-matched typically developing peers” (p. 8). In the survey conducted after the intervention, teachers agreed that the Social Story intervention was easy to utilize,
All participants were diagnosed with autism spectrum disorder. The purpose of the method was to engage students in class activities, respond to peer initiations and reduce negative behavior such as pushing others, hitting or taking toys. Prior to the beginning of the research, children were surveyed with Carolina Curriculum for Infants and Toddlers with Special Needs and The Social Responsiveness Scale. The results showed that students were capable to communicate functionally. In addition, observation of other children was conducted to determine the median of social interactions. Before the intervention, three trained observers were recording data for targeted skills for 10 minutes at least three times a week. The treatment included reading aloud the individualized Social Story during free play at least once a day and then checking basic comprehension of the text by asking students questions after the story was read.
The results of the study revealed that the Social Story intervention decreased problem behaviors immediately but modestly for all students and there was none significant decrease in problem prosocial functioning for all participants. According to the authors only 1 child “was the closest to approaching the social behavior rate of age and gender-matched typically developing peers” (p. 8). In the survey conducted after the intervention, teachers agreed that the Social Story intervention was easy to utilize,