Advisor(s) - Committee Chair
Carl Myers (Director), Melissa Hakman, Frank Kersting
Department of Psychology
Specialist in Education
There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.
Child Psychology | Special Education and Teaching
Herrin, Melissa Jean, "Using Social Stories to Teach Social and Behavioral Skills to Preschool Children with Autism" (2004). Masters Theses & Specialist Projects. Paper 1112.