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Evaluating Effects of a Social Story Intervention on a Young Girl with Autism

Thomas Elementary School in Plano, Texas

John Dattilo

University of Georgia

There has been little evaluation of the effectiveness of social stories. The purpose of this study was to examine the effects of a social story intervention on the social behaviors of an 8-year-old girl with autism who attended an inclusive second-grade classroom. Several observations were used to establish a baseline level on her inappropriate social interactions that occurred during lunch (e.g., talking or singing to herself, making noises). Following baseline, individualized social stories that addressed her inappropriate social interactions, as well as appropriate alternative behaviors, were introduced to the girl. Although data were somewhat variable, her inappropriate social interactions during lunch decreased by approximately 50% from the first day to the last day of the social story intervention. This study provides insights into the relationship between a social story intervention and social behaviors occurring between a student with autism and her peers.

Focus on Autism and Other Developmental Disabilities, Vol. 14, No. 3, 180-186 (1999)
DOI: 10.1177/108835769901400307


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