Using Social Stories to Teach Choice and Play Skills to Children With Autism

Barry, Leasha M.; Burlew, Suzanne B.

doi:10.1177/10883576040190010601

Cited by 160 publications

(114 citation statements)

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“…Barry and Burlew (2004) argued that social stories present appropriate behavioral models for children with ASD and describe the feedback for each behavior for a given child. Under this strategy, children with ASD learn appropriate behavior in social circumstances and repeat the same behavior.…”

Section: Discussionmentioning

confidence: 99%

The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

2015

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The present study aimed to investigate the effect of a social stories intervention on the social skills of male students with autistic spectrum disorder (ASD). The sample included 30 male students with ASD who were selected through convenience sampling and randomly assigned to an experimental group (n = 15) or a control group (n = 15). The social skills of both groups were assessed pre-and post-test using Stone and colleagues' Social Skills Scale (which included subscales for understanding/ perspective-taking, initiating interactions, responding to interactions, and maintaining interactions). The experimental group participated in 16 sessions of social stories training, while the control group did not. Overall, the results showed that the social stories intervention improved the social skills of the children with ASD in the experimental group compared with the control group. The effects of the social stories intervention were mostly evident in the subscales for understanding/ perspective-taking, initiating interactions, and maintaining interactions with others. The social stories intervention had no effect on the subscale assessing ability to respond to others. The study findings emphasize the effectiveness of the social stories intervention in improving the social skills of children with ASD, which may be used by teachers, parents, or professionals who work with such children.

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Section: Discussionmentioning

confidence: 99%

The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

2015

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“…A review of the studies on teaching the choicemaking skills (Sigafoos and Dempsey, 1992;Kennedy and Haring, 1993;Stephenson and Linfoot, 1995;Parsons et al, 1997;Koeppel, 1998;Stafford, 1999;Barry and Burlew, 2004;Dutt, 2010;Clark, 2006;Hoch, 2006;Duke, 2008) provides that preferences are assessed before teaching the choice-making behavior. In the light of the research data, one can conclude that preference assessment is necessary for teaching to make choices.…”

Section: Discussionmentioning

confidence: 99%

An evaluation of the preferences of individuals with severe and multiple disabilities and the teaching of choice-making skills

Cetin¹,

Safak²

2017

Educ. Res. Rev.

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The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to find whether it is effective to teach the skill of choice making among photographs through the constant time-delay procedure. The study group was composed of three boys aged 9 years and a 7-year old girl residing at Bolu Province who were diagnosed with severe disability; that is, a total of four subjects and their primary caregivers. The study had two phases. During the first phase, the relation between the preference assessments was investigated. There was a highly positive relationship between both the direct and indirect preference assessments and at the same time between the directly applied preference assessments based on single-stimulus, pairedstimulus, and multiple-stimulus-without-replacement. The second phase included teaching choicemaking skills. It was seen that teaching through the constant time-delay procedure was effective in teaching the choice-making skill and that the participants preserved the choice-making skill 1, 3, and 4 weeks after the completion of teaching and generalized it to their primary caregivers.

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“…Social stories are short stories prepared in a certain format and written according to certain rules; they objectively define a skill, event, or situation in order to explain social situations, teach social skills, and enable students to appropriately respond in the social situations that they face (Barry & Burlew, 2004;Gray, 1998;Gray & Garand, 1993;Scattone, 2002). There are many studies in the literature that have examined the effectiveness of Social Stories in teaching different social skills (Croizer & Tincani, 2006;Delano, 2003;Delano & Snell, 2006;Dodd, Hupp, Jewell, & Krahn, 2008;Norris & Dattilo, 1999;Olçay-Gül & Tekin-İftar, 2012;Reichow & Sabornie, 2009;Schneider & Goldstein, 2010;Smith, 2001;Swaine, 2004;Washburn, 2006;Xin & Sutman, 2011).…”

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confidence: 99%

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

Gül

2016

EDUC SCI-THEOR PRACT

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There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with intellectual disabilities in emerging adulthood, in teaching social skills. A multiple-probe design across participants was used to assess the effectiveness of the intervention package. Results showed that, all participants acquired the target social skills with 100% accuracy, maintained these skills over time, and generalized them across settings, conditions, and people. Additionally, social validity data collected with semi-structured interview were positive in general. Study findings were discussed within the framework of the literature and recommendations have been given regarding this intervention and further research.

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Using Social Stories to Teach Choice and Play Skills to Children With Autism

Cited by 160 publications

References 9 publications

The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

An evaluation of the preferences of individuals with severe and multiple disabilities and the teaching of choice-making skills

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

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