Social Stories for children with disabilities.
A review of the empirical research literature on Social Stories is presented, including a descriptive review and single-subject meta-analysis of appropriate studies. Examination of data suggests the effects of Social Stories are highly variable. Interpretations of extant studies are frequently confounded by inadequate participant description and the use of Social Stories in combination with other interventions. It is unclear whether particular components of Social Stories are central to their efficacy. Data on maintenance and generalization are also limited. Social Stories stand as a promising intervention, being relatively straightforward and efficient to implement with application to a wide range of behaviors. Further research is needed to determine the exact nature of their contribution and the components critical to their efficacy.
Reynhout
Georgina
G
Macquarie University Special Education Centre, Macquarie University, North Ryde, NSW, Australia. georgina.reynhout@speced.sed.mq.edu.au
Carter
Mark
M
D020817:Asperger Syndrome; D001321:Autistic Disorder; D001521:Behavior Therapy; D001638:Bibliotherapy; D002648:Child; D004519:Education, Special; D006801:Humans; D033262:Narration; D012919:Social Behavior