Social Stories: Difference between revisions

From Wikipedia, the free encyclopedia
Browse history interactively
← Previous editNext edit →
Content deleted Content added
VisualWikitext
Svernon (talk | contribs)
93 edits
Svernon (talk | contribs)
93 edits
Line 8: Line 8:
==Definition==
==Definition==


Social stories were introduced in 1993 by Carol Gray<ref name="GrayGarand"/> as a method to help teach social skills to individuals with an autism spectrum disorder (ASD).<ref name="RustSmith"/> Individuals with an ASD have significant impairments in the social domain as defined by the nature of the diagnosis as cited in the [[DSM-IV]]. The social impairment may include, but not limited to, the use of body language, play skills, understanding emotions, and social communication ability.{{vc}}<ref>{{cite book |author= Baker J |date=2003 |title= Social Skills Training |location= Shawnee Mission, KS |publisher= Autism Asperger Publishing}}</ref> There is a great emphasis placed on the importance of teaching social skills to individuals with an ASD as it has been identified as one of the best indicators of positive long-term outcomes.<ref>{{cite journal |author= Strain PS | date= November 2001 |title= Empirically based social skill intervention: a case for quality-of-life improvement |journal = Behavioral Disorders |volume=27 |issue=1 | pages= pp. 30–36 |url=http://ccbd.net/documents/bd/Vol27Issue1.zip |format=ZIP |accessdate=2008-02-26}}</ref>
Social stories were introduced in 1993 by Carol Gray<ref name="GrayGarand"/> as a method to help teach social skills to individuals with an autism spectrum disorder (ASD).<ref name="RustSmith"/> Individuals with an ASD have significant impairments in the social domain as defined by the nature of the diagnosis as cited in the [[DSM-IV]]. The social impairment may include, but not limited to, the use of body language, play skills, understanding emotions, and social communication ability. <ref name="Quill"/> There is a great emphasis placed on the importance of teaching social skills to individuals with an ASD as it has been identified as one of the best indicators of positive long-term outcomes.<ref>{{cite journal |author= Strain PS | date= November 2001 |title= Empirically based social skill intervention: a case for quality-of-life improvement |journal = Behavioral Disorders |volume=27 |issue=1 | pages= pp. 30–36 |url=http://ccbd.net/documents/bd/Vol27Issue1.zip |format=ZIP |accessdate=2008-02-26}}</ref>


A social story is an individualized short story that describes social relevant cues in any given situation. They break down a challenging social situation into understandable steps by omitting irrelevant information and by being highly descriptive in nature to help an individual with an ASD understand the entirely of a situation. They include answers to questions such as who, what, when, where, and why in social situations through the use of visuals and written text.<ref name="Scattone">{{cite journal |author= Scattone D, Wilczynski SM, Edwards RP, Rabian B |date= December 2002 |title= Decreasing disruptive behaviors of children with autism using social stories |journal= Journal of Autism and Developmental Disorders |volume=32 |issue=6 |pages= pp. 535–43 |pmid=12553590}}</ref> Social stories are used as a way to teach particular social skills.<ref name="AliFredrickson">{{cite journal |author= Ali S, Frederickson N |date= December 2006 |title= Investigating the evidence base of social stories |journal= Educational Psychology in Practice |volume=22 |issue=4 |pages= pp. 355–77 |doi=10.1080/02667360600999500}}</ref> For example, they may be a chosen teaching method if an individual has difficulty: identifying important cues in a given situation; taking another’s point of view; understanding rules, routines, situations, upcoming events or abstract concepts; and understanding expectations.
A social story is an individualized short story that describes social relevant cues in any given situation. They break down a challenging social situation into understandable steps by omitting irrelevant information and by being highly descriptive in nature to help an individual with an ASD understand the entirely of a situation. They include answers to questions such as who, what, when, where, and why in social situations through the use of visuals and written text.<ref name="Scattone">{{cite journal |author= Scattone D, Wilczynski SM, Edwards RP, Rabian B |date= December 2002 |title= Decreasing disruptive behaviors of children with autism using social stories |journal= Journal of Autism and Developmental Disorders |volume=32 |issue=6 |pages= pp. 535–43 |pmid=12553590}}</ref> Social stories are used as a way to teach particular social skills.<ref name="AliFredrickson">{{cite journal |author= Ali S, Frederickson N |date= December 2006 |title= Investigating the evidence base of social stories |journal= Educational Psychology in Practice |volume=22 |issue=4 |pages= pp. 355–77 |doi=10.1080/02667360600999500}}</ref> For example, they may be a chosen teaching method if an individual has difficulty: identifying important cues in a given situation; taking another’s point of view; understanding rules, routines, situations, upcoming events or abstract concepts; and understanding expectations.

Revision as of 01:42, 27 February 2008

A social story is one type of proactive teaching tool to help individuals with an autism spectrum disorder (ASD) make sense of and function in the social world.[1][2] These individualized short stories are written with a specifically defined style and format.[3] They describe a situation in terms of relevant social cues, the perspective of others, and often suggest an appropriate response.[4][5] They may also be used to applaud accomplishments; roughly 50% of all social stories are targeted to be used for this reason.[6]

Definition

Social stories were introduced in 1993 by Carol Gray[3] as a method to help teach social skills to individuals with an autism spectrum disorder (ASD).[1] Individuals with an ASD have significant impairments in the social domain as defined by the nature of the diagnosis as cited in the DSM-IV. The social impairment may include, but not limited to, the use of body language, play skills, understanding emotions, and social communication ability. [7] There is a great emphasis placed on the importance of teaching social skills to individuals with an ASD as it has been identified as one of the best indicators of positive long-term outcomes.[8]

A social story is an individualized short story that describes social relevant cues in any given situation. They break down a challenging social situation into understandable steps by omitting irrelevant information and by being highly descriptive in nature to help an individual with an ASD understand the entirely of a situation. They include answers to questions such as who, what, when, where, and why in social situations through the use of visuals and written text.[9] Social stories are used as a way to teach particular social skills.[10] For example, they may be a chosen teaching method if an individual has difficulty: identifying important cues in a given situation; taking another’s point of view; understanding rules, routines, situations, upcoming events or abstract concepts; and understanding expectations.

The goal of a social story is to reveal accurate social information in a clear and reassuring manner that is easily understood by the individual with an ASD. The improved understanding of the events and expectations may lead to a change in behavior, although it is suggested that the goal of a social story should not be to change individual behavior.[10]

Social stories use a specifically defined style and format.[11] There are types of sentences (descriptive, perspective, directive, affirmative) and a basic sentence type ratio. Additional sentence types have been added with further additions to the model including control, co-operative and partial sentence types.[12]

Types of sentences

There are seven sentence types that may be used in a social story.[13]

  • Descriptive sentences: are truthful and observable sentences (opinion- and assumption-free) that identify the most relevant factors in a social situation. They often answer "wh" questions.
  • Perspective sentences: refer to or describe the internal state of other people (their knowledge/thoughts, feelings, beliefs, opinions, motivation or physical condition) so that the individual can learn how others' perceive various events.
  • Directive sentences: presents or suggests, in positive terms, a response or choice of responses to a situation or concept.
  • Affirmative sentences: enhances the meaning of statements and may express a commonly shared value or opinion. They can also stress the important points, refer to a law or rule to reassure the learner.
  • Control sentences: identifies personal strategies the individual will use to recall and apply information. They are written by the individual after reviewing the social story.
  • Cooperative sentences: describe what others will do to assist the individual. This helps to ensure consistent responses by a variety of people.
  • Partial sentences: encourages the individual to make guesses regarding the next step in a situation, the response of another individual, or his/her own response. Any of the above sentences can be written as a partial sentence with a portion of the sentence being a blank space to complete.[10]

Social story ratio: Two to five cooperative, descriptive, perspective, and/or affirmative sentences for every directive or control sentence.[12]

Research

Population

It was suggested originally that this method should be used with only higher functioning individuals who possess basic language ability;[3] however, these guidelines were expanded to include children with more severe learning disabilities.[14] To accommodate differences in ability, one sentence per page paired with pictures could help individuals concentrate on one concept at a time while the pictures enhance the meaning of the text. The addition of pictorial representation or visual is supported by claims that many individuals with an ASD learn visually.[7][15] The efficacy of using social stories with other populations of individuals, other than those with an ASD, has not yet been sufficiently studied.[16]

Evaluating research

Although social stories have been recommended as an effective intervention for children with ASD since the early 1990s, the research on their effectiveness is still limited.[2]

The American Psychological Association has identified two levels of criteria which are used to consider an intervention "empirically supported".[17] An intervention is considered well established if it meets the following criteria:

  • greater than nine well-controlled single-case design studies comparing the intervention to another treatment
  • the studies have treatment manuals
  • the studies clearly describe characteristics of the cline samples

An intervention is considered probably efficacious if it meets the above criteria for greater than three single-case studies.

Social stories can be considered neither well established, nor probably efficacious due to the limitations of the current body of research.[16]

Current research

In recent reviews of the use of social stories,[5][2][10][16] a majority of them reported positive effects on participant behavior, however the effects can be variable.[5]

The studies demonstrated that social stories can be effective across behavior and settings. Social stories were used to reduce inappropriate behaviors such as tantrum behaviors, inappropriate vocalizations, aggression, screaming, grabbing toys, using inappropriate table manners crying and social isolation (see reviews).[9][18] They have also shown to be equally effective on increasing positive, pro-social behavior. However, changes in target behavior were generally modest,[2][10] and there was substantial variation in the delivery of the intervention.[2]

In many of the studies reviewed, it was hard to attribute success to the social story technique since there were multiple interventions used simultaneously.[1][2][10][5] Specifically, many of the studies used prompting methods such as verbal, visual or physical prompts and/or positive reinforcement. Two reviews suggested that continual implementation may be required; Children should reread their social stories with some frequency to continue to benefit from their desired effects.[2][12]

Social stories are a relatively straightforward intervention [19] that allows for stimulus control to be transferred from teachers and peers directly to the student with an ASD [9]. However, there are no definitive claims as to the effectiveness of social story interventions, but there is some limited empirical evidence to suggest that social stories may help some individuals with an ASD in certain social situations.


References

  1. ^ a b c Rust J, Smith A (March 2006). "How should the effectiveness of Social Stories to modify the behaviour of children on the autistic spectrum be tested? Lessons from the literature". Autism. 10 (2): pp. 125–38. PMID 16613863. {{cite journal}}: |pages= has extra text (help)
  2. ^ a b c d e f g Sansosti FJ, Powell-Smith KA, Kincaid D (Winter 2004). "A research synthesis of Social Story intervention for children with autism spectrum disorder". Focus on Autism and Other Developmental Disabilities. 19 (4): pp. 194–204. {{cite journal}}: |pages= has extra text (help)CS1 maint: multiple names: authors list (link)
  3. ^ a b c Gray CA, Garand JD (1993). "Social Stories: improving responses of students with autism with accurate social information". Focus on Autistic Behavior. 8 (1): pp. 1–10. {{cite journal}}: |pages= has extra text (help)
  4. ^ Goldberg Edelson M (1995). "Social Stories". Autism Collaboration. Retrieved 2008-02-26.
  5. ^ a b c d Reynhout G, Carter M (2007). "Social Story efficacy for a child with autism spectrum disorder and moderate intellectual disability" (PDF). Focus on Autism and Other Developmental Disabilities. 22 (3): pp. 173–82. {{cite journal}}: |pages= has extra text (help)
  6. ^ Gray C (2003). Social Stories 10.0. Arlington, TX: Future Horizons.
  7. ^ a b Quill KA (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. New York: Delmar Publishers. ISBN 0827362692.
  8. ^ Strain PS (November 2001). "Empirically based social skill intervention: a case for quality-of-life improvement" (ZIP). Behavioral Disorders. 27 (1): pp. 30–36. Retrieved 2008-02-26. {{cite journal}}: |pages= has extra text (help)
  9. ^ a b c Scattone D, Wilczynski SM, Edwards RP, Rabian B (December 2002). "Decreasing disruptive behaviors of children with autism using social stories". Journal of Autism and Developmental Disorders. 32 (6): pp. 535–43. PMID 12553590. {{cite journal}}: |pages= has extra text (help)CS1 maint: multiple names: authors list (link)
  10. ^ a b c d e f Ali S, Frederickson N (December 2006). "Investigating the evidence base of social stories". Educational Psychology in Practice. 22 (4): pp. 355–77. doi:10.1080/02667360600999500. {{cite journal}}: |pages= has extra text (help)
  11. ^ Gray; et al. (1993). The social story book. Jenison, MI: Jenison Public Schools. {{cite book}}: Explicit use of et al. in: |first= (help)
  12. ^ a b c Crozier S, Tincani M (October 2007). "Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders". Journal of Autism and Developmental Disorders. 37 (9): pp. 1803–14. PMID 17165149. {{cite journal}}: |pages= has extra text (help)
  13. ^ Gray, C. (2000). The New Social Story Book. Arlington, TX: Future Horizons.
  14. ^ Swaggert BL; et al. (April 1995). "Using social stories to teach social and behavioral skills to children with autism". Focus on Autistic Behavior. 10 (1): pp. 1–16. {{cite journal}}: |pages= has extra text (help); Explicit use of et al. in: |author= (help)
  15. ^ Grandin T (1996). Thinking in Pictures. New York: Vintage Books, Random House. ISBN 0679772898.
  16. ^ a b c Nichols SL, Hupp SDA, Jewell JD, Zeigler CS (2005). "Review of social story interventions for children diagnosed with autism spectrum disorders". Journal for Evidence-Based Practices for Schools. 6 (1): pp. 90–120. {{cite journal}}: |pages= has extra text (help)CS1 maint: multiple names: authors list (link)
  17. ^ American Psychological Association (1995). "Training in and dissemination of empirically-validated treatments: Report and recommendations". Clinical Psychologist. 48: pp. 3–24. {{cite journal}}: |pages= has extra text (help)
  18. ^ Crozier S, Sileo NM (Jul/Aug 2005). "Encouraging Positive Behavior with Social Stories". Teaching Exceptional Children. 37 (6): pp. 26–31. {{cite journal}}: |pages= has extra text (help); Check date values in: |date= (help)
  19. ^ Reynhout G, Carter M (2006). "Social Stories for children with disabilities". J Autism Dev Disord. 36 (4): 445–69. doi:10.1007/s10803-006-0086-1. PMID 16755384.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Social_Stories&oldid=194317842"