An investigation of the effect of social stories in teaching of social skills to children with autism

Abstract

The aim of this study is to help a child with autism in an inclusive preschool programme to introduce herself, to ask for help or information and to acquire skills to participate in daily activities through social stories. In this study, one of the single subject methods called multiple probe model with probe condition across behaviors is used. In order to teach social skills such as introducing herself, asking for help or information and participate in daily activities, social stories are written and these stories are visualized through pictures. The intended social skills are taught through social stories to the partcipant autistic child, then it is evaluated through observations whether these social skills are performed or not in the inclusive preschool programme. After criterion is met for teaching of intended social skills, withdrawal sessions of stories are done. Then, the data are collected through follow up observations two weeks later. At the end of the study, the effectiveness of social skill instruction through social stories and the follow up data show permanency of the taught skills