The effects of social stories on the social engagement of children with autism
The effects of social stories on the social engagement of children with autism
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DOI：
10.1177/10983007060080010501
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发表时间：
2006-12-01
影响因子：
2.1
通讯作者：
Snell, ME
中科院分区：
文献类型：
--
作者：
Delano, M;Snell, ME
一个多探针设计的参与者被用来评估社会故事的影响，适当的社会参与的持续时间和频率的4个社会技能，在3个小学年龄段的自闭症学生。社交技能包括寻求关注、提出评论、提出请求和做出应急反应。干预后，其中包括阅读个性化的社会故事，回答理解问题，并参加了10分钟的游戏会议，社会参与的持续时间增加了所有3名学生与培训同行和一个新的同行。在10分钟的游戏过程中显示的目标社交技能的数量在干预引入后增加。两名学生展示了对课堂环境的概括。这些研究结果表明，在没有额外的社会技能干预的情况下使用社会故事可能会有效地增加社会参与的持续时间和特定社会技能的频率。
A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating requests, and making contingent responses. Following the intervention, which consisted of reading individualized social stories, answering comprehension questions, and participating in a 10-min play session, the duration of social engagement increased for all 3 students with both a training peer and a novel peer. The number of target social skills displayed during the 10-min play sessions increased after the intervention was introduced. Two students demonstrated generalization to a classroom setting. These findings suggest that the use of social stories without additional social skill interventions may be effective in increasing the duration of social engagement and the frequency of specific social skills.