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Social Stories: Mechanisms of effect...

Quirmbach, Linda Melissa.

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Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school -aged children diagnosed with autism.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school -aged children diagnosed with autism./
Author:	Quirmbach, Linda Melissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2006,
Description:	260 p.
Notes:	Source: Dissertations Abstracts International, Volume: 68-08, Section: B.
Contained By:	Dissertations Abstracts International68-08B.
Subject:	Developmental psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227685
ISBN:	9780542804618

Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school -aged children diagnosed with autism.
Quirmbach, Linda Melissa.

Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school -aged children diagnosed with autism. - Ann Arbor : ProQuest Dissertations & Theses, 2006 - 260 p.

Source: Dissertations Abstracts International, Volume: 68-08, Section: B.

Thesis (Ph.D.)--Alliant International University, San Diego, 2006.

This item must not be sold to any third party vendors.

Social stories were generated to teach individuals with autism social information. Social stories offer guidelines for how one should behave in a particular situation, and prime the reader to identify a specific context when the prescribed behaviors should be implemented. This study replicated a social story intervention constructed by Feinberg (2001) which was administered to a group of children diagnosed with autism in order to improve social skills during game-play. The story targeted improvements in (1) greeting behaviors, (2) requesting to play a game, (3) asking another person what they want to play, and (4) accepting another's choice of game, as well as game play skills operationally defined by Andrews (2004), including (5) turn taking, (6) enjoyment in game play and (7) continued desire for game play. A total of 45 children diagnosed with ASD between the ages of 7 and 14 years were randomly assigned to standard, directive, or control story conditions. The standard story included directive, perspective and descriptive sentences, while the directive story included solely directive sentences. The control story was a social story unrelated to game play. Participants rotated between play sessions in a "Play Room" and reading the story in a "Reading Room" a total of five times on each of two interventions days, spread one week apart. Results demonstrated that the intervention worked only for children who had prior game play experience and Verbal Comprehension (VCI) scores from the WISC-IV intelligence test in the Borderline range or above. Results also demonstrated that the "standard" format was equally as effective as a novel "directive" story format in improving game play skills. In addition, this study demonstrated that, relative to controls, treated participants (a) generalized their newly acquired play skills with different games, and (b) maintained their play skills over time.

ISBN: 9780542804618Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Autism

Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school -aged children diagnosed with autism.
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520 $a Social stories were generated to teach individuals with autism social information. Social stories offer guidelines for how one should behave in a particular situation, and prime the reader to identify a specific context when the prescribed behaviors should be implemented. This study replicated a social story intervention constructed by Feinberg (2001) which was administered to a group of children diagnosed with autism in order to improve social skills during game-play. The story targeted improvements in (1) greeting behaviors, (2) requesting to play a game, (3) asking another person what they want to play, and (4) accepting another's choice of game, as well as game play skills operationally defined by Andrews (2004), including (5) turn taking, (6) enjoyment in game play and (7) continued desire for game play. A total of 45 children diagnosed with ASD between the ages of 7 and 14 years were randomly assigned to standard, directive, or control story conditions. The standard story included directive, perspective and descriptive sentences, while the directive story included solely directive sentences. The control story was a social story unrelated to game play. Participants rotated between play sessions in a "Play Room" and reading the story in a "Reading Room" a total of five times on each of two interventions days, spread one week apart. Results demonstrated that the intervention worked only for children who had prior game play experience and Verbal Comprehension (VCI) scores from the WISC-IV intelligence test in the Borderline range or above. Results also demonstrated that the "standard" format was equally as effective as a novel "directive" story format in improving game play skills. In addition, this study demonstrated that, relative to controls, treated participants (a) generalized their newly acquired play skills with different games, and (b) maintained their play skills over time.
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