Social skills are one area were individuals with autism spectrum disorder face several challenges. Many individuals diagnosed with Autism do not initiate social interaction or play interactively with peers. One intervention that can be implemented with children lacking social skills is social stories. Social stories are individualized short stories that may increase appropriate social interactions of children with autism spectrum disorder. Social stories describe and explain the cues in social situations as well as providing appropriate responses. Most social stories follow a specific format and guidelines for writing instructions. It is important to know how to correctly implement the use of social stories with children with autism to help promote appropriate social skills.
Summary of Articles
The Effects of Social Stories on the social Engagement of Children with Autism
The purpose of the study was to assess the effects of …show more content…
The stories were designed with the intent to increase the quality of the children’s appropriate social interactions. The social stories were typed on white paper using a 14-point font and complied into a book-like format. One or two sentences were on each book page. During the first session of the intervention the teacher read a social stories to each students. The teacher then assessed the comprehension of the story by asking the student predetermined questions. All students were expected to answer the questions with 100% accuracy. If the student didn’t achieve 100% accuracy the teacher would reread the story and explain the correct answers. Each students read the social story to the teacher one time per day, five days a week, just before the free-time activity. No prompts were given by the teacher for the student to interact with peers in anyway during the free-time
Summary of Articles
The Effects of Social Stories on the social Engagement of Children with Autism
The purpose of the study was to assess the effects of …show more content…
The stories were designed with the intent to increase the quality of the children’s appropriate social interactions. The social stories were typed on white paper using a 14-point font and complied into a book-like format. One or two sentences were on each book page. During the first session of the intervention the teacher read a social stories to each students. The teacher then assessed the comprehension of the story by asking the student predetermined questions. All students were expected to answer the questions with 100% accuracy. If the student didn’t achieve 100% accuracy the teacher would reread the story and explain the correct answers. Each students read the social story to the teacher one time per day, five days a week, just before the free-time activity. No prompts were given by the teacher for the student to interact with peers in anyway during the free-time