Abstract
We evaluated the effects of Social Stories™ and video modeling for teaching two students with Asperger syndrome to greet school staff. A Social Story™ describing how to greet teaching staff and other adults at school was introduced across participants in a multiple-baseline design. After the students demonstrated they had learned to make a simple greeting (e.g., Hi), video modeling was introduced to teach them to produce a more complex greeting (e.g., Hello. How are you?”). The two students learned to greet teachers and researchers, but they did not consistently use the more complex greeting response with the teachers. The results suggest that the Social Stories™ and video modeling interventions were moderately effective in teaching the targeted greeting responses.
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Acknowledgements
Support for this research was provided from the New Zealand Government through the Marsden Fund Council, administered by the Royal Society of New Zealand; and by Victoria University of Wellington, The University of Canterbury, and The New Zealand Institute of Language, Brain & Behaviour.
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Kagohara, D.M., Achmadi, D., van der Meer, L. et al. Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling. J Dev Phys Disabil 25, 241–251 (2013). https://doi.org/10.1007/s10882-012-9300-6
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DOI: https://doi.org/10.1007/s10882-012-9300-6