Citation/ Research Participants Settings Implement IV DV Results Social Additional
Author question ers validity Soenksen, D., & Are Social 1 5 year old The study was The The The number of Baseline data Teachers . Alper, S. (2006). Stories boy conducted classroom independent attempts made to indicated TJ determined Teaching a young child to effective with within a teacher variable was obtain peer attempted to that social appropriately students general a attention during gain the interaction gain attention of identified kindergarten combination each 15-minute attention of a was a goal peers using a with classroom in a of written observation peer during for this child social story hyperlexia? K–6 and verbal period. recess and then the intervention. Fo cus on Autism and (b) are elementary cues through teacher and and Other Social Stories school. embedded verbalization authors Developmental effective in into a Social of a peer’s created a Disabilities, 21(1 teaching Story name with a story with ), 36-44. children to arranged in a mean of zero. the help of acquire and book format. The mean the teacher. maintain frequency Baseline was skills across during collected in settings? intervention each was 2.9 situation and monitored over time. This is something that could be replicated with any goal in any classroom. https://link.springer.com/content/pdf/10.1007/s10803-009-0814-4.pdf
Citation/Author Research Participants Settings Implementers IV DV Results Social Additional
question validity Reichow, B., & Can a social An 11 year In the child’s His teacher Social story- Verbal During the This is an Sabornie, E. J. story old school A short greetings two baseline easy to (2009). Brief report: Increasing increase story read to conditions, replicate verbal greeting verbal the student no acceptable study with initiations for a greetings in a verbal some student with student with greeting limitations autism via a autism using initiations due to this Social Story™ intervention. Jour a social were only being nal of Autism and story? observed. one student Developmental After the but has Disorders, 39(12) Social Story continued to , 1740-1743. was show what presented, we were there was an already immediate seeing in change in the previous trend and research. level of the data. The increasing trend remained in the data until the Social Story was withdrawn. https://onlinelibrary.wiley.com/doi/full/10.1002/aur.2256?casa_token=D1WFrVIqF1IAAAAA%3Av_01bXktFqe9- cSNrRNqw37RtgASfaKsqDTZSbqgxwMBUInWfaWScqAT8sL-VFJb6327rtIvx_3kwN4
Citation/Author Research Participants Settings Implemen IV DV Results Social Additional
question ters validity Zhou, N., Wong, Can a social A total of 181 In the Dental social Level of Children's oral This study H. M., & story about child’s assistant independen could be McGrath, C. preschool stories hygiene status toothbrushin home. ce for each replicated but (2020). Efficacy children with were and gingival of social story g make the of the 13 would intervention in process special care employed steps of status could require training easier and needs were to teach teeth also be professionals toothbrushing increase recruited. Of toothbrus brushing improved after to implement skills among special‐care child those, 87 hing skills that was the social story the story and children with and independenc children for shown in intervention. then give without e? the social parents autism. Autism were preschool story. Children with strategies to Research, 13(4), diagnosed children relatively higher make the 666-674. with autism with intellectual teeth and 94 special functioning brushing go children needs could be better. were benefited more diagnosed from the social with down story syndrome, intervention cerebral than their palsy, counterparts development with more sever al delay, or intellectual other impairment. development al disabilities. https://journals.sagepub.com/doi/pdf/10.1177/10883576040190020301
Citation/Author Research Participants Settings Implemen IV DV Results Social validity Addi
question ters tiona l Khantreejitranon, The purpose A 7 year old Classroom Teachers Social A decrease Phase A1 to The results of this study A. (2018). Using of the current and story- of crying, Phase B2, there support the notion that the a social story intervention to study is to research A short falling, was a 48% social story intervention is decrease evaluate the investigat story read hitting, and decrease in a useful tool in decreasing inappropriate effects of a ors. to the screaming. crying episodes. inappropriate social behavior of social story student From Phase A1 behaviors. Although the preschool on the to Phase B2 targeted behaviors were children with autism. Kasetsart decrease of screaming not extinguished, all Journal of Social unwanted decreased 61% . showed measurable Sciences, 39(1), behavior from Phase A1 decreases in frequency of 90-97. while doing to Phase B2, occurrence. Although the homework. hitting problem behaviors decreased 60% decreased, the participant’s use of oral language to express his needs/concerns increased. Furthermore, this study demonstrated that multiple behaviors serving one function can be successfully addressed in a single social story. Using one story instead of four stories to address behavior appears to be more efficient and efficacious.