Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Examination of Social Story Format on Frequency of Undesired Behaviors

  • Robyn Thompson, Ph.D. (Author) University of Utah image/svg+xml
    Robyn M. Thompson, Ph.D., is an assistant professor and program director for the Occupational Therapy Assistant Program at Salt Lake Community College in Salt Lake City, UT. Robyn’s research and scholarly interests include early childhood special education and supporting children with motor needs in inclusive settings.
  • Susan S. Johnston, Ph.D. (Author) University of Utah
    Susan S. Johnston, Ph.D. is a Professor in the Department of Special Education at the University of Utah. Susan’s research and scholarly interests include augmentative and alternative communication, early language and literacy intervention, and early childhood special education. She has published articles and has delivered state, national, and international presentations in these areas.
DOI
https://doi.org/10.64546/jaasep.338
Abstract
The purpose of this investigation was to explore whether a difference existed between the effectiveness of paper-based format and tablet computer-based format Social Story interventions on frequency of undesired behaviors. An adapted alternating treatment design was implemented with four children with autism spectrum disorder (ASD). Data regarding frequency of undesired behaviors during target activities as well as social validity data regarding the perceived effectiveness and efficiency of the interventions were collected. Results revealed that Social Stories presented in both paper-based and tablet computer-based formats were effective in decreasing undesired behaviors when compared to baseline conditions, and that a notable difference did not exist between the effectiveness of the paper-based and tablet computer-based formats. Social validity data provided strong support for the use of both paper-based and tablet computer-based Social Story interventions in early childhood classrooms. Behavioral outcomes did not vary across paper-based and tablet computer-based formats. However, social validity data revealed that interventionist preference did vary across formats suggesting that interventionist preference should be considered when developing and implementing Social Story interventions.
Keywords
Autism, Behavior Problems, Child Behavior, Class Activities, Clinical Diagnosis, Comparative Analysis
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There are 28 references in total.
How to Cite
Thompson, R., & Johnston, S. S. (2017). Examination of Social Story Format on Frequency of Undesired Behaviors. Journal of the American Academy of Special Education Professionals, 12(2), 83-103. https://doi.org/10.64546/jaasep.338

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  • Article Type Articles
  • Submitted April 27, 2017
  • Published June 15, 2017
  • Issue Spring/Summer 2017
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