A Comprehensive Review and Meta-Analysis of the Social Stories Literature

Abstract

This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided.

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

“…Social narrative ES estimates were highly variable ranging from (NAP ranging from .56 to 1.0; Tau-U from .12 to 1.0). This finding is consistent with previous reviews (e.g., Kokina and Kern 2010;Test et al 2011) suggesting that social stories should not yet be considered an evidence-based practice (Test et al 2011) to enhance peerrelated social competence. Findings from VM/VSM studies were also inconsistent ranging from weak (NAP = .57; Tau-U = .13) to strong (NAP = .99; Tau-U = .97).…”

“…The purpose of this review is to critically examine and summarize the current research in this area to provide direction for future research and intervention. Previous reviews have synthesized the literature broadly (e.g., Reichow and Volkmar 2010;McConnell 2002) or targeted specific interventions such as peer-mediated interventions (e.g., Zhang and Wheeler 2011), social stories (e.g., Test et al 2011), video modeling (e.g., Shukla-Mehta et al 2010, and social skills groups (e.g., Cappadocia and Weiss 2011). In a previous review of school based interventions, Bellini et al conducted a meta-analysis of 52 single-case design studies investigating the impact of school-based interventions on the social skills of children with ASD.…”

Social Story™ interventions for decreasing challenging behaviours: a single-case meta-analysis 1995–2012

“…Despite these concerns, only one review to date (Test et al, 2011) has attempted to evaluate the quality of studies utilising conventional single-case design quality indicators (for example, Horner et al, 2005). Although consensus guidelines have subsequently been adopted for evaluating the quality of single-case research by a panel of national experts (Kratochwill et al, 2012), these standards have yet to be utilised to evaluate the quality of more recently published studies.…”

“…More recently Test, Richter, Knight, and Spooner (2011) conducted a review of single-case Social Story research. This synthesis differed significantly from previous reviews by evaluating each of the included studies according to recently published technical guidelines for single-case research (Horner et al, 2005).…”

Technologie wspomagające a umiejętności społeczne

“…Today professionals have Carol Gray's Social Stories 10.0 : The New Defining Criteria and Guidelines (2004) to guide their creation of Social Stories with the 10 principles discussed in the book. Some of the 10 principles include using pictures, using descriptive and directive sentences with a 2 : 1 ratio, titling Social Stories, and provide a rationale for the actions of other people (Test et al 2011;Gray 2004). They can be used to teach almost any social skill that a student may encounter, such as knowing how to introduce yourself, how to politely refuse to play, and how to share.…”