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What Is the Proof Now? An Updated Methodological Review of Research on Social Stories

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Title: What Is the Proof Now? An Updated Methodological Review of Research on Social Stories
Language: English
Authors: Milne, Christine M., Leaf, Justin B., Cihon, Joseph H., Ferguson, Julia L., McEachin, John, Leaf, Ronald
Source: Education and Training in Autism and Developmental Disabilities. Sep 2020 55(3):264-276.
Availability: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Interpersonal Competence, Story Telling, Teaching Methods, Intervention, Social Development, Behavior Modification, Autism, Pervasive Developmental Disorders, Intellectual Disability, Developmental Disabilities, Students with Disabilities
ISSN: 2154-1647
Abstract: One intervention that has been evaluated in numerous empirical investigations and has been implemented clinically is Social Stories. Social Stories are a systematic form of intervention where a text is written describing a situation (e.g., social situation) and how the learner should respond during that situation. Previous reviews and analysis have shown that the literature on Social Stories have serious methodological flaws (e.g., Leaf et al., 2015; Styles, 2011) and/or are ineffective (e.g., Leaf et al., 2015; Reynhout & Carter, 2011). One reason for the methodological flaws is the lack of functional relations shown between the Social Story and the targeted behavior; usually with poor implementation of the experimental design. The purpose of this review was to evaluate if researchers implement both single subject designs and group designs in the correct manner, which show a convincing functional relation. Additionally, we evaluated studies where Social Stories were compared to another intervention (e.g., the Teaching Interaction Procedure) and if Social Stories were added to another intervention (e.g., differential reinforcement). Clinical implications as well as future research is discussed.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.daddcec.com/etadd.html
Accession Number: EJ1264267
Database: ERIC
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  Data: What Is the Proof Now? An Updated Methodological Review of Research on Social Stories
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  Data: One intervention that has been evaluated in numerous empirical investigations and has been implemented clinically is Social Stories. Social Stories are a systematic form of intervention where a text is written describing a situation (e.g., social situation) and how the learner should respond during that situation. Previous reviews and analysis have shown that the literature on Social Stories have serious methodological flaws (e.g., Leaf et al., 2015; Styles, 2011) and/or are ineffective (e.g., Leaf et al., 2015; Reynhout & Carter, 2011). One reason for the methodological flaws is the lack of functional relations shown between the Social Story and the targeted behavior; usually with poor implementation of the experimental design. The purpose of this review was to evaluate if researchers implement both single subject designs and group designs in the correct manner, which show a convincing functional relation. Additionally, we evaluated studies where Social Stories were compared to another intervention (e.g., the Teaching Interaction Procedure) and if Social Stories were added to another intervention (e.g., differential reinforcement). Clinical implications as well as future research is discussed.
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        StartPage: 264
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      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Story Telling
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Developmental Disabilities
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      – SubjectFull: Students with Disabilities
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