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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-07-2010 | Original Paper

Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis

Auteurs: Anastasia Kokina, Lee Kern

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2010

Abstract

A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored.

vorige artikel Right Hemisphere Dysfunction and Metaphor Comprehension in Young Adults with Asperger Syndrome

volgende artikel A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders

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Titel: Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis
Auteurs: Anastasia Kokina
Lee Kern
Publicatiedatum: 01-07-2010
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-009-0931-0

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