Social Stories Article 2.pdf - Journal of Autism and...

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Social Stories Ô for Children with Disabilities Georgina Reynhout 1,2 and Mark Carter 1 A review of the empirical research literature on Social Stories Ô is presented, including a descriptive review and single-subject meta-analysis of appropriate studies. Examination of data suggests the effects of Social Stories Ô are highly variable. Interpretations of extant studies are frequently confounded by inadequate participant description and the use of Social Stories Ô in combination with other interventions. It is unclear whether particular components of Social Stories Ô are central to their efficacy. Data on maintenance and generalization are also limited. Social Stories Ô stand as a promising intervention, being relatively straightfor- ward 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. KEY WORDS: Social Stories Ô ; autism; Asperger’s syndrome; behavior modification; social skills; special education. INTRODUCTION In the Social Story Ô ’s original form, three types of short, direct sentences, descriptive, directive , and perspective , were used. Descriptive sentences describe the social situation in terms of relevant social cues; directive sentences specify an appropriate behavioral response; and perspective sentences describe the feelings and responses of the student or others in the targeted situation (Gray, 2000b). Gray (2003) has suggested that perspective sentences should only be rarely used to describe the internal states of persons with autism.

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