The Effect of Social Stories on the Social Interactions of a Student with ASD in Unstructured School Activities
MetadataShow full item record
Type of Work40 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Social interaction in children -- Research.
Children with autism spectrum disorders -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to determine whether using social stories would impact the social interactions of a student with an autism spectrum disorder (ASD) during unstructured times at school, specifically during centers and lunch. Observations were conducted before, during, and after the intervention to determine the mean frequency with which the student engaged in conversations. Descriptive statistics also were compiled from surveys to determine the quality of the student’s conversations with assigned lunch buddies. The only significant change in the frequency of conversations was between the pre and post phases during center times. Student perceptions of the number of conversations were not always consistent, but their perceptions of the intervention and the quality of conversations were generally quite positive. Conducting future studies over more extended periods of time and using larger samples might help more fully assess the effectiveness and perceptions of using social stories to facilitate social interactions among students with ASD.