Are Social Stories an Effective Intervention Method for Children Diagnosed with Autism Spectrum Disorders and Related Developmental Disorders?

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Last Modified
  • May 2, 2020
Creator
  • Hardin, Elizabeth Coleman
    • Affiliation: School of Education
Abstract
  • The prevalence of Autism Spectrum Disorder (ASD) is growing at a steady rate. With the growth of diagnoses, successful intervention methods are needed. This literature review examines the effectiveness of the social story intervention method for children with ASD. It is important to consider all of the possible factors that go into the social story process. For example, the social story method may vary according to the setting of implementation, the implementer, the age and diagnosis of each participant, and the structure of the specific social story. The existing research shows that the social story method is an effective intervention for most children with ASD no matter the varying characteristics that the social story holds. Therefore, both special education and general curriculum teachers should be made aware of this process and use it more frequently in their classrooms. Pre-service teachers need to be taught how to create and implement a social story before going into the field of education.
Date of publication
Keyword
DOI
Resource type
Rights statement
  • In Copyright
Note
  • Funding: None
Advisor
  • Evarrs, Sandra
Degree
  • Bachelor of Arts
Honors level
  • Honors
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2016
Language
  • English
Extent
  • 49 p.

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