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Differentiated Effects of Paper and Computer-Assisted Social Stories^TM on Inappropriate Behavior in Children With Autism

^* To whom correspondence should be addressed. E-mail: grmancil{at}gmail.com.

	Abstract

Despite evidence from previous studies that support using Social Stories^TM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice. This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPoint^TM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format.

First published on October 9, 2009, doi:10.1177/1088357609347324

Focus on Autism and Other Developmental Disabilities 2009;24:205.

A more recent version of this article appeared on December 1, 2009


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