Social stories for children with disabilities
By: Reynhout, Georgina.
Contributor(s): Carter, Mark.
Series: Journal of Autism and Developmental Disorders 36 (4) 2006: 445-469.Publisher: 2006Content type: text Media type: unmediated Carrier type: volume Subject(s): CHILDREN
| SOCIAL STORIES | LITERATURE REVIEWS | EFFECTIVENESS | INTELLECTUAL DISABILITY | INTERVENTION | AUTISM | ASPERGER SYNDROME | BEHAVIOUR MODIFICATION | SOCIAL SKILLS | SPECIAL EDUCATION | META ANALYSISSummary: Presents a review of the empirical research literature on Social Stories, including a descriptive review and single-subject meta-analysis of appropriate studies. Suggests the effects of Social Stories are highly variable as interpretations of extant studies are frequently confounded by inadequate participant description and the use of Social Stories in combination with other interventions. Notes that it is unclear whether particular components of Social Stories are central to their efficacy. Believes Social Stories stand as a promising intervention, being relatively straightforward and efficient to implement with application to a wide range of behaviors. Suggests further research is needed to determine the exact nature of their contribution and the components critical to their efficacy.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 22943 |
Presents a review of the empirical research literature on Social Stories, including a descriptive review and single-subject meta-analysis of appropriate studies. Suggests the effects of Social Stories are highly variable as interpretations of extant studies are frequently confounded by inadequate participant description and the use of Social Stories in combination with other interventions. Notes that it is unclear whether particular components of Social Stories are central to their efficacy. Believes Social Stories stand as a promising intervention, being relatively straightforward and efficient to implement with application to a wide range of behaviors. Suggests further research is needed to determine the exact nature of their contribution and the components critical to their efficacy.
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