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An Evaluation of Social Stories™ to Teach Classroom Social Skills to Children with an Intellectual Disability

التفاصيل البيبلوغرافية
العنوان: An Evaluation of Social Stories™ to Teach Classroom Social Skills to Children with an Intellectual Disability
اللغة: English
المؤلفون: Anjelice Piper, Sharon A. Reeve, Meghan A. Deshais, Anjalee Nirgudkar, Eileen M. Milata, Carleana R. Hickey, Rachel R. Thomas, Marissa Stiuso
المصدر: Education and Training in Autism and Developmental Disabilities. 2024 59(3):323-339.
الإتاحة: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Peer Reviewed: Y
Page Count: 17
تاريخ النشر: 2024
نوع الوثيقة: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Interpersonal Competence, Intellectual Disability, Students with Disabilities, Classroom Environment, Story Reading, Technology Uses in Education, Video Technology, Intervention, Student Behavior, Adjustment (to Environment), Learning Activities, Public Schools, Self Contained Classrooms, Elementary School Students
تدمد: 2154-1647
مستخلص: Social Stories™ are a story-based intervention commonly used to teach students with disabilities how to behave in new routines or changing environments, academic skills, and social interactions including tacting others' emotions. According to the National Standards Project, story-based interventions are considered an established treatment. However, the efficacy of Social Stories™ is confounded by limitations in chosen experimental designs, threats to internal validity, and additional interventions within treatment packages. The current study used Social Stories™ to teach classroom social skills to children diagnosed with an intellectual disability. We used a multiple baseline across participants design to evaluate changes in classroom social skills when using Social Stories™. We taught a total of four response classes, including: saying, "please," saying, "thank you," appropriate hand raising, and giving assistance. The results indicate that Social Stories™ may be an effective intervention to increase classroom social skills. This is one of the first studies to evaluate and demonstrate the effectiveness of Social Stories™ as a standalone intervention. The present study also extends the current social studies literature in several areas, such as developing ways to promote generalization and assessing the social validity of the goals, procedures, and outcomes of the study.
Abstractor: As Provided
Entry Date: 2024
URL الوصول: https://daddcec.com/publications/etadd
رقم الأكسشن: EJ1433452
قاعدة البيانات: ERIC
الوصف
تدمد:2154-1647