Reference (in APA format) purpose

participants
Adams, L., Gouvousis, A.,
To see if parents can implementPeter, a seven year old white
VanLue, M., & Waldron, C.
social story interventions at
male with autism
(2004). Social Story
home and if the child could
Intervention Improving
generalize the behavior in the
Communication Skills in a Childschool environment
With an Autism Spectrum
Disorder. Focus on Autism and
other developmental Disabilities,
19(2), 87-94.

setting
at Peter's home during his
designated 'homework time'

outcome variable(s)
intervention or procedure
results
implication for teachers
- less crying
ABAB design in four phases Fustration behaviors decreased Social story instruction is
- less falling/throwing self
over 12 homework sessions. during time dedicated to
effective when used correctly.
- less hitting (objects & people) A1: first phase and the baseline homework over the course of The people reading the social
- less screaming
B1: treatment phase, social storythe study. However, Peter
story should be properally
intervention started
needed time to adjust to the newtrained. To help students
A2: withdrawl of the social storyroutine of reading a social story generalize skills, socail stories
intervention
before starting his homework. should be read in different
B2: socail stories used again His parent's also required a
situations throughout the day.
more intense training on social
stories. Peter was unable to
generalize his behavior outside of
homework time.
Brownell, M. D. (2002).
To investigate the effect of social
Four first and second graders in school/ classroom setting
Independent variable: one of theReading and singing stories
Reading and singing were
Musical versions of social stories
Musically adapted social storiesstory on behaviors of students with a primary diagnosis of
three treatment conditions.
alternately presented to the
significanlty more effective thanis an effective and viable version
to modify behaviors in students with Autism.
Autsim attending an elementary
Baseline (A) Reading Story (B) students. The original music wasthe no contact condition. The of modifying behaviors with this
with autism: Four case studies.
school in Iowa
The singing story (C) The
created using social story lyrics.singing was more effective than population.
Journal of music therapy, 39(2),
reading and singing stories wereData was collected over 1 hour the reading only in Case Study
117-144.
alternately presented to the
following the presentation of theIII. For the other case studies
students.
social story.
the mean frequency for all was
Dependent Variable: the
smaller during the singing
frequency with which the target
condition, but not significantly
behavior occured under each
so.
condition of the independent
variable.
Chan, J. M., & O'Reilly, M. F. The purpose was to teach two Matt, a six-year-old Asian
Training sessions took place in inappropriate social interactions,A multiple probe design across Matt: (a) an immediate decreaseThis Social Stories Intervention
(2008). A Social Stories
students with autism to read
American male, and Ted, a five-the morning before school
appropriate hand raising,
behaviors was used. During
in inappropriate social interaction
Package appears to be useful in
intervention package for studentsSocial Stories, answer
year-old Caucasian male. Both started and hour-long
inappropriate vocalizations,
baseline, data were collected onbehavior, (b) a progressive
inclusive classroom environments
with autism in inclusive
comprehension questions, and participants were diagnosed withobservation sessions were
appropriate social initiations the target behaviors during hour-increase in hand raising, (c) a and does not require intensive
classroom settings. Journal of engage in role plays.
autism and had language skills conducted in the participants'
long observation sessions.
reduction of his inappropriate supervision of children's
applied behavior analysis, 41(3),
which were appropriate for the classrooms during circle and
Established classroom rules andvocalizations; Ted: (a) an
behavior.
405-409.
intervention.
centers time on the same day as
procedures remained in effect increase in hand raising to higher
training sessions.
during sessions. Intervention and variable levels, (b) an
sessions occurred one to four increase in appropriate social
times per week. Matt's
initiations
intervention lasted for five weeks
and consisted of 13 intervention
sessions. Ted received
intervention for 18 sessions over
10 weeks. Sessions occurred
prior to the start of the school
day and lasted 10-20 minutes.
Participants read only stories
that pertained to behaviors
target for intervention on a given
day. The intervention consisted
of three steps: reading the story,
answering comprehension
questions, and role play.

Delano, M., & Snell, M. E.

To evaluate the effects of social -Derrell, a six year old African Derrell and Sean: play area of
(2006). The effects of social
stories on the duration of
American boy in kindergarten resource room
stories on the social engagementappropriate social engagement. -Sean, a six year old Caucasian
of children with autism. Journal
boy in kindergarten
Thomas: table in an open area
of Positive Behavior
-Thomas, a nine year old
between classrooms
Interventions, 8(1), 29-42.
Caucasion boy in 2nd grade

- Appropriate social engagementBaseline sessions consisted of Derrell - social engagment

with peers
three parts: Story reading with increased after social story
- Inappropriate engagement withtarget student and a peer,
intervention
peers
comprehension check, and 10m
- Absence of engagment with play time if the student answeredSean - social engagement
peers
75% correctly. The
increased after intervention
- Seeking attention, initiating experimenter did not interact
comments, initiating requests, with the students during this Thomas - little improvement
and making contingent responsestime.
over baseline performance
Generalization probes were
conducted by observing target
students in both gen ed and
during intervention sessions.
Social story was not read.

Teachers can use social stories

to help students with autism
increase social engagement,
initiate comments more
frequently, and responsd
approrpriately to peers.

15 intervention sessions
consisted of three parts: Social
story that described the day's
activity with target student and
peer, comprehension check, and
10m play time.
Hagiwara, T., & Myles, B. S. To exapand investigation of the Participant 1: 7 year, 11 month Participant 1: before morning Participant 1 & 2: washing handsProvide social story training: AllParticipant 1: Hand washing This study finds an interactive
(1999). A multimedia social
use of social stories by
old, white male with a scor of snack, before lunch, after recessParticipant 3: on-task behavior teachers and paraprofessionals before morning snack
way to display social stories to
story intervention teaching skillsintroducing a medium of
108 of the ABC (range of
Participant 2: before going to
learned to define target
deteriorated and the participant young children. It highlights the
to children with autism. Focus on
presentation
autism) and 48 for externalizingresource classroom, before
behaviors and design a social had to be provided with explicit work that needs to go into the
Autism and other developmental
and 57 for internalzing behaviors
lunch, after recess Participant 3:
story. Those collecting data
directions on how to do so. In intervention in order for it to be
disabilities, 14(2), 82-95.
on the BASC
lunch, resource room, general
recieved instruction on operatingthe before lunch setting, the
successful, such as proper
Participant 2: 9 year, 11 month, education classroom
multimedia, implementing the participant made gains toward training and targeting behavior. It
white male with a 96 on the
intervention, and collecting data.independently washing his handsalso shows that what works for
ABC (range of autism) and 58
Specify target behavior and
and was able to do so
one child in one setting may not
for externalizing and 62 for
condeuct a functional analysis: A
independently by the end of the work another in the same setting.
internalizing on the BASC
target behavior was set for each study. The after recess setting
Participant 3: 7 year, 3 month
participant through consults withhad the biggest gain with 83%
old, white male with an 82 on
teachers and observations by -92%. The participant was
the ABC (range of autism) and
investigators.
independently washing his hands
an 54 for externalizing and 51
Develop the multimedia social at the end of the study.
interlizing behaviors on the
story programs: Used a programParticipant 2: Hand washing
BASC
with a book-like format which habits did not change during
All participants had previously
included text read by the
intervention for the before
been diagnosed with autism by a
computer and videos of actions resource setting. In the before
licensed psychologist
of the participants displaying thelunch setting, the participant
correct behavior.
maintained at 92% completion
Implement multimedia social for the duration of the study. For
story intervention: Baseline datathe after recess setting, the
was first collected for all of the participants completion level
participants in each of the three hovered at the 82% range.
selected settings. A teacher or Participant 3: Data for severl
investigator then taught the
days during all threet settings due
participants how to use the
outside reasons. However, the
computer to view their personal participant showed a decline in
social story. Social stories were the data that was collected for
then watched by the participantsthe lunch setting and resource
once per day in each setting. room setting, and a small
increase for the general
education classroom.
Investigators assume that this is
due to interventions being
postponed.

Hanley-Hochdorfer, K., Bray, To determine the effects of

The participants were 3
The data is collect during the
M. A., Kehle, T. J., & Elinoff, social stories employed in schoolelementary school students and students school lunch period.
M. J. (2010). Social stories to settings on verbal initiations, and1 middle school student.
increase verbal initiation in
contingent responses to peers. Participant one is a 6 year old
children with Autism and
male with Aspergers. Participant
Asperger's Disorder. School
2 was a 11 year old male with
Psychology Review, 39(3), 484.
Aspergers. Participant 3 is a 9
year old female with autism.
Participant 4 is a 12 year old
male with Aspergers.

Verbal initiations and contingentThere are three phases used in Partcipants 1 and 2 were seen toTeachers are told to use caution
responses to peers.
the procedure. The first is the have little or no effect across when just using social stories
baseline phase where the
each phase. Participants 3 and 4 alone. These are to be more
conditions are made and so are were marginally better across beneficial when used in
the observations to record data phases meaning that they did conjunction with other
on ones behvaiors using
gain some benefit.
interventions.
frequency count coding.
Collected over an 11 week
period. A social story is devised
for each participant using Grays
social story checklist. The next
phase is the intervention phase.
The research team reviews the
social stories. The readers read
to the partcipants, and then ask
each of them 4 comprehension
questions. This is done 3 times
per week, and should be done
no more than 15 minutes before
lunch. The last phase is the
follow up phase. This is 6 weeks
following the administration of
the last social story reading. The
follow up observations should
be done over a 1 month period.
Hutchins, T. L., & Prelock, P. To support the behavioral and twenty children with Pervasive Parents observed/assessed
reduce problem behaviors and Participants participated in a Behavior stories were deemed Using Social Stories to address
A. (2013). The social validity ofcommunicative functioning of Devlopmental Disorder (PDD) particpants using social stories at
facilitate communication
multiple baseline design across effective for 11 of 17 stories; behavioral and communicative
Social Stories for supporting children with autism spectrum /Autism, PDD- Not Otherwise home and outside of school.
behaviors with a 6-week follow-communication stories were
functioning can produce socially
the behavioural and
disorder.
Specified, or Asperger's
up. The effects of the behavior deemed effective for 10 of 19 valid outcomes across a range of
communicative functioning of
Disorder (4-12 years old)
stories and communication
stoies. Results also showed
child characteristics and
children with autism spectrum
stories which were assessed by variability in performance acrossintervention targets. Implications
disorder. International journal of
parental subjective perceptions specific story targets.
for clinical practice and how
speech-language pathology, 15
of child functioning were
current methodological
(4), 383-395.
evaluated and compared.
limitations can be addressed in
future research are considered.
Ozdemir, S. (2008). The
To determine the effectiveness of
Pic: Nine year old African
Social stories are read in their Pic - disruptive behavior such asBaseline: Teachers conducted During Fade A, disruptive
The use of social stories has
effectiveness of social stories onsocial stories on descreasing American boy in 2nd grade
general education classrooms. using a loud voice above typicallessons and interacted with
behavior in each student
several implications for teachers.
decreasing disruptive behaviors disruptive behaviors of children
levels
target students in usual manner. increased slightly but reamined First and foremost, they can
of children with autism: Three with autism
Nathan: Eight year old
low.
decrease the disruptive behavior
case studies. Journal of Autism
Caucasian boy in 2nd grade
Nathan- chair tipping (defined asIntervention: Pic was read his
of children with autism. Second,
and Developmental Disorders,
when one leg broke contact withstory once before school and During Fade B, Pic and Aaron's they are easy to write and
38(9), 1689-1696.
Aaraon: Seven yeard old
floor)
once. Nathan read his story withbehavior showed a slight
incorporate into the classroom.
Caucasian boy in 1st grade
assistance before school and increase while Nathan's behaviorFinally, the stories facilitated
Aaron- cutting in line and
after recess. Aaron was read his decreased.
positive social interactions
pushing peers
story 30 minutes before recess
between the participants and
because his target behavior
Maintenance data showed that there classmates.
occurred during lunch. Each as interventions faded, the
student read their story twice a disruptive behaviors of all three
day for a total of 20 minutes forstudents decreased significantly.
nine weeks.
Fading began after 27
intervention sessions and when
disruptive behaviors were 40%
less than baseline.

Ozdemir, S. (2008). Using

to determine if a multimedia John: 6 year, 2 month old white a school in upstate New York,
Multimedia Social Stories to socail story intervention could male who was diagnosed with all trainings were in the
autism at age 3
Gerard:playroom
Increase Appropriate Social
increase the duration of
Engagement in Young Children appropriate social engagement in6 year, 4 month old white male
with Autism. Online Submission,
young children who have autismwho has been diagnosed with
autism
Kenny: 5 year,
7(3).
6 month old African American
male diagnosed with autism
Three typically performing peers
were chosen as a playmates for
each of the children by the
classroom teacher.

appropriate socail engagement

with peer, inappropriate socail
engagement with peer, the
absence of engagement with
peer

A researcher observed the

Multiple gains for each
Teachers are able to use social
paricipants in the school setting participant were made in each ofstories to increase the amount of
over the course of two weeks the subject areas. Researchers time that a child spends engaged
and noted the child's activity andwere able to increse the time with another child. This study
material preferences. Other
spent engaged for all of the
shows that the method works
researchers interviewed
participants, epecially those whowell for participants who tend to
classroom teachers to see if the yearnedd for attention from
be "people pleasers".
outcome goals matched the
adults.
child's individual needs. Baseline
data was collected by showing
the participant and the peer a
generic social story and asking
comprehension questions. The
children were then allowed to
play for 10 minutes while
researchers observed. For the
intervention phase, participants
were shown a socail story
pertaining to the play activity
they would be involved in.
Participants were then allowed
to play with their peer for 10
minutes while observed.
Reynhout, G., & Carter, M.
To evaluate the effects of a
1 girl named Debbie who is 8 Social story review is in a smallLooking at the book during
The procedures are done in an This study showed that it is not Teachers should do further
(2007). Social Story efficacy social story intervention on target
years 8 months old with autism.room adjoining Debbies
group reading time. Answering ABC interval. A is when there iseffective even when you increaseresearch on social stories when
with a child with autism spectrum
behaviors during group reading
classroom. Behaviors are
questions after the reading.
a review session of the social the amount of times the student considering them, and should
disorder and moderate
time.
looked for in her class during
story prior to the reading
can look at the social story. The also consider the issue of
intellectual disability. Focus on
reading time.
lessons. B is when the student isABC design is also a low validity
longevity when writing the social
Autism and Other
given the social story and can which raises some issues.
stories. This could be an issue
Developmental Disabilities, 22
independently go back to look
for children with little attention
(3), 173-181.
at it to remember what she is to
span.
be doing. C is when the teacher
can use the social story to
prompt Debbie to exhibit the
target behaviors.
Reynhout, G., & Carter, M.
To target looking at a book
a child with autism who had during group reading time
improve language skills; supportThis study employed an ABC The intervention was
Teachers need to be sure the
(2008). A pilot study to
intellectual disability and limited
intellectual ability
design using social stories during
unsuccessful, depicting the needintervention they plan to use with
determine the efficacy of a
language skills
group reading time in the
to further investigate the role that
their students has data for
Social StoryTM Intervention for
participant's classroom.
both language skills and
positive results. Using evidencea child with autistic disorder,
intellectual disability play in based interventions will more
intellectual disability and limited
moderating response to the
likely support students' needs.
language skills. Australasian
intervention.
Journal of Special Education, 32
(2), 161-175.
Rowe, C. (1999). The Stanley To evaluate the effects of a
George, a Year Two student at In the classroom before lunch Eating lunch with his peers in the
A story titled "Lunch Time" wasGeorge was able to sit down Teachers can use realistic and
Segal Award: Do Social Stories social story on a student that a mainstream primary school
dining hall
read to George daily for the firstand eat lunch with his peers
individualized social stories
Benefit Children with Autism inrefuses to enter the dining hall
six weeks. The frequency was immediately after the first
written specifically for a student
Mainstream Primary Schools?.
gradually reduced until
reading. He was able to apply to create long-lasting positive
British Journal of Special
discontinued in the twelfth week.
the skills to other situations as results.
Education, 26(1), 12-14.
well.
Scattone, D. (2008). Enhancing The purpose is to combine social9 year old boy named Matthew Medical center in a small room Eye contact, smiling, and
There are two components. 1) There were some generalized To make these more effective
the conversation skills of a boy stories with video modeling in an
with Aspergers.
that was being videotaped for initiating conversations during 5Observe the video taped social treatment effects noted such as the videos might need to have
with Aspergers disorder
effort to enhance a boys
24 sessions over a period of 15 minute increments 1-2 times perstories which show two adults increased eye contact, more
more story lines with similar
through Social Stories and conversational skills while
weeks.
week.
modeling targeted conversation smiling, recipricol social
content to keep the childs
video modeling. Journal of
furthering the research into the
skills for the boy. 2) Then 5
interactions with peers at school,attention. Also, the observation
Autism and Developmental
effectiveness of using 2
minutes of social interacting. The
and Matthew discussed several time of 5 minutes is too short
Disorders, 38(2), 395-400.
components for social stories.
researchers were cued by an of the topics mentioned in his and the teacher should maybe
audiotape every 10 seconds to social stories. However, he was try to lengthen this to 10. It is
record the occurance of target harder to keep engaged in the good to have two components
behaviors.
videos as the study went on.
for intervention because it seems
more effective but more research
should be done to look in to this.

Scattone, D., Wilczynski, S. M.,This study examined the

Edwards, R. P., & Rabian, B. effectiveness of properly made
(2002). Decreasing disruptive social stories which have been
behaviors of children with autism
introduced into the natural
using social stories. Journal of environment to target the
autism and developmental
disruptive behavior of children
disorders, 32(6), 535-543.
with autism.

11-year-old girl who greeted participants' classrooms

strangers inappropriately; two 7year-old boys who
demonstrated aggression,
inappropriate play, and grabbing
toys

Schneider, N., & Goldstein, H. To investigate the effects of onlyMontel - 10 year old African
(2009). Using social stories and using Social Stories on on-task American male in fifth grade
visual schedules to improve
behavior in an inclusive setting.
socially appropriate behaviors in
Jack - 6 year old Caucasian
children with autism. Journal of
male in kindergarten
Positive Behavior Interventions.
Nolan - 5 year old Hispanic
male in kindergarten

decrease in diruptive behavior Child-specific social stories

When the intervention was
which included drawing and implemented for each
photographs were created for participant, a decrease in
the participants. The social
disruptive behavior was found.
stories were evaluated using an
AB design.

Using social stories may focus

on a unique quality children with
autism may have. For instance,
because children with autism
often follow set routines, the
social story may serve to
establish a rule or routine that
child can then apply to a social
situation.
Social Stories can improve onMontel - in the computer room Montel - transitioning
During baseline, the students Montel's on-task behavior
task behavior, but they should
appropriately from the computerparticipated in regular routines during baseline was 29%. During
Jack and Nolan - in the
room to the classroom
without intervention from the intervention, on-task behavior be used in conjunction with other
increased to 50%. The amount strategies. While Montel's onmainstream kindergarten
researchers.
of "low days" decreased from task behavior increased with
classroom
Jack - behaving appropriately
during circle time
During treatment, the author 100% to 50% following Social Social Stories alone, the results
were far from optimal. Students
read the individualized Social Story intervention.
may benefit from other
Nolan - behaving appropriately Story each day prior to the
interventions used with Social
during reading instruction
targeted routine. The student Jack's on-task behavior was
was then asked questions about 56% during baseline. During Stories, such as visual schedules.
what they would do next to aid intervention, on-task behavior
comprehension. If the student increased to 76%. The amount
of "low days" decreased from
answered correctly, he was
22% to 0% after intervention.
praised. If the answer was
incorrect, the author turned to
the page with the correct action Nolan's on-task behavior for
and stated the correct response. circle time during baseline was
60%. During intervention, ontask behavior increased to 73%.
The amount of low days
decreased from 36% to 7%.