This study investigated a previously undocumented use for Social Stories (Gray, 1994, 2000): preparation for a novel event. Three children With pervasive developmental disorder—not otherWise specified (PDD-NOS) participated in novel activities Within the routine setting of their Weekly speech—language therapy sessions. During intervention, Social Stories Written for the novel activities Were used to prepare the participants for the upcoming events. Independent participation during the novel events Was calculated using event recording of the presence of five different skills Within each session. The effectiveness of the strategy Was documented through a WithdraWal design With counterbalanced presentation of novel events. Results indicated that the use of Social Stories produced a 15% to 30% increase in participation during novel events for all three participants.
Get full access to this article
View all access options for this article.
References
1.
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
2.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.
3.
Barlow, D., & Hersen, M. (1973). Single-case experimental designs. Archives of General Psychiatry,29, 319—325.
4.
Bracken, B. (1998). Bracken basic concept scale—Revised. San Antonio, TX: Harcourt Assessment.
5.
Brownell, M. (2002). Musically adapted Social Stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39, 117—144.
6.
Brownell, R. (Ed.). (2000). Expressive one-word picture vocabulary test. San Antonio, TX: Harcourt Assessment.
7.
Carrow-Woolfolk, E. (1999). Test for auditory comprehension of language —Third edition. Austin, TX: PRO-ED.
8.
Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education, National Research Council. (2001). Educating children with autism . Washington, DC: National Academy Press.
9.
Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163—169.
10.
Ferrara, C., & Hill, S. (1980). The responsiveness of autistic children to the predictability of social and nonsocial toys. Journal of Autism and Developmental Disorders, 10, 51—57.
11.
Fivush, R., Hudson, J., & Nelson, K. (1984). Children's long-term memory for a novel event: An exploratory study. Merrill-Palmer Quarterly, 30, 303—316.
12.
Gardner, M. (1997). Test of auditory perceptual skills—Revised . Austin, TX: PRO-ED.
13.
Gray, C. (1994). The Social Story kit. In C. Gray (Ed.), The new Social Story book (pp. 215—224). Arlington, TX: Future Horizons.
14.
Gray, C. (2000). Writing Social Stories with CarolGray. Arlington, TX: Future Horizons.
15.
Gray, C., & Garand, J. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on AutisticBehavior, 8, 1—10.
16.
Hagiwara, T., & Myles, B. (1999). A multimedia Social Story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82—95.
17.
Harris, S. (1994). Siblings of children with autism: A guide for families. Bethesda, MD: Woodbine House.
18.
Howlin, P. (1998). Practitioner review: Psychological and educational treatments for autism. Journal of Child Psychology and Psychiatry , 39, 307—322.
19.
Hresko, W., Reid, D.K., & Hammill, D. (1999). Test of early language development— Third edition. Austin, TX: PRO-ED.
20.
Jones, D., Swift, D., & Johnson, M. (1988). Nondeliberate memory for a novel event among preschoolers . Developmental Psychology, 24, 641—645.
21.
King, D. (1995). Boardmaker [Computer software]. Solana, Beach, CA: Mayer Johnson.
22.
Klinger, L., & Dawson, G. (1995). A fresh look at categorization abilities in persons with autism. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism (pp. 119—136). New York: Plenum Press.
23.
Kuoch, H., & Mirenda, P. (2003). Social Story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 18, 219—227.
24.
Kuttler, S., Myles, B., & Carlson, J. (1998). The use of Social Stories to reduce precursors to tantrum behaviors in a student with autism. Focus on Autism and Other Developmental Disabilities, 13, 176—182.
25.
Lorimer, P., Simpson, R., Myles, B., & Ganz, J. (2002). The use of Social Stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4, 53—60.
26.
MacDuff, G., Krantz, P., & McClannahan, L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis , 26, 89—97.
27.
McClannahan, L., & Krantz, P. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.
28.
Newcomer, P., & Hammill, D. (1997). Test of language development Primary: —Third edition. Austin, TX: PRO-ED.
29.
Norris, C., & Dattilo, J. (1999). Evaluating effects of a Social Story intervention on a young girl with autism. Focus on Autism and Other Developmental Disabilities14, 180—186.
30.
Prizant, B., Wetherby, A., & Rydell, P. (2000). Communication intervention issues for young children with autism spectrum disorders. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (pp. 193—224). Baltimore: Brookes.
31.
Quill, K. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697—713.
32.
Quill, K. (1998). Environmental supports to enhance social communication . Seminars in Speech and Language, 19, 407—423.
33.
Quill, K. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore: Brookes.
34.
Rowe, C. (1999). Do Social Stories benefit children with autism in mainstream primary schools?British Journal of Special Education, 26, 12—14.
35.
Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131—137.
36.
Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEAACH system. In E. Schopler & E. Mesibov (Eds.), Learning and cognition in autism (pp. 243— 286). New York: Plenum Press.
37.
Schreibman, L., Whalen, C., & Stahmer, A. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2, 3—11.
38.
Schuler, A. (1995). Thinking in autism: Differences in learning and development. In K. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 11—32). New York: Delmar .
39.
Siegel, B. (1996). The world of the autistic child: Understanding and treating autistic spectrum disorders. New York: Oxford University Press.
40.
Smith, C. (2001). Using Social Stories to enhance behaviour in children with autistic spectrum difficulties. Educational Psychology in Practice, 17, 337—345.
41.
Sparrow, S., Balla, D., & Cicchetti, D. (1985). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.
42.
Steinbach, I. (1994). Samonas sound therapy. Kellinghusen, Germany: TeachauVerlag.
43.
Swaggart, B., Gagnon, E., Bock, S., Earles, T., Quinn, C., Myles, B., et al. (1995). Using Social Stories to teach social and behavioral skills to children with autism. Focus on AutisticBehavior, 10, 1—16.
44.
Thiemann, S., & Goldstein, H. (2001). Social Stories, written text cues, and video feedback: Effects on social communication on children with autism. Journal of Applied Behavior Analysis, 34, 415—446.
45.
Waltz, M. (1999). Pervasive developmental disorders: Finding a diagnosis and getting help. Sebastopol, CA: O'Reilly.
46.
Wechsler, D. (2002). Wechsler preschool and primary scale of intelligence —Third edition. San Antonio, TX: Harcourt Assessment.
47.
Wiig, E., & Secord, W. (1989). Test of language competence—Expanded edition. San Antonio, TX: Harcourt Assessment.
48.
Wiig, E., Secord, W., & Semel, E. (1992). Clinical evaluation of language fundamentals— Preschool. San Antonio, TX: Harcourt Assessment.
49.
Wing, L. (2001). The autistic spectrum: A parents' guide to understanding and helping your child. Berkeley, CA: Ulysses Press.
