An analysis of the effectiveness of social story as an intervention to improve the social skills of children with autism

• Main Author: Ruiz, Everdina C.
• Format: text
• Language: English
• Published: Animo Repository 2006
• Subjects: Autistic children—Education—Philippines; Social skills—Study and teaching—Philippines; Social skills in children; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6689; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12796/viewcontent/CDTG004313_P.pdf
• Institution: De La Salle University

Deficits in functional language and social interaction are defining characteristics of children with autism (Kanner, 1943). Unfortunately, these deficits not only impede the child’s development but may also lead to social withdrawal and isolation. Therefore, improving social functioning is the most important intervention outcomes for children with autism. An intervention developed by Carol Gray (1998) is gaining popularity in addressing this concern. The purpose of this study was to evaluate the effectiveness of social story on the social interactions and social behaviors of Filipino children with mild autism. The study employed a multiple baseline design for three Filipino male subjects who were between the ages 10 and 12 years with mild autism in the primary level of a private SPED school in Metro Manila. Subjects were assessed for identification of behavioral deficits using a case study method (observational method and functional assessment). Individualized social story was constructed for each subject using the guidelines set by Carol Gray on the use and implementation of social story. It was hypothesized that the use and implementation of social story would have a positive effect on the social skills of children with autism. Initially, subjects demonstrated little appropriate social interaction although all of them had some previously acquired functional expressive language. An increase in appropriate social skills occurred for the three participants after the implementation of the intervention. Results of the study indicated the effectiveness of the Social Story in increasing the appropriate behaviors for the target social deficits. The participants met or exceeded the frequencies of the target behaviors and were able to maintain these behaviors. Additional investigations of the efficacy of Social Story interventions should yield implications useful for researchers, practitioners, and caregivers of children with autism.