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A Pilot Study to Determine the Efficacy of a Social StoryTM Intervention for a Child with Autistic Disorder, Intellectual Disability and Limited Language Skills

Published online by Cambridge University Press:  26 February 2016

Georgina Reynhout  and
Mark Carter
Georgina Reynhout*
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
Mark Carter
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
*
*Corresponding author. Macquarie University Special Education Centre, Macquarie University, Sydney, NSW 2109, Australia E-mail: georgina.reynhout@speced.sed.mq.edu.au
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Abstract

Social StoriesTM have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD) yet extant research provides only circumscribed empirical evidence in support of their efficacy. While it is claimed that Social Stories may be appropriate to children with significant levels of intellectual disability and basic language skills, limited research has been conducted with this group. This pilot study employed an ABC design using a Social Story intervention to target looking at a book during group reading time. The participant was a child with autistic disorder who had intellectual disability and limited language skills. The intervention was unsuccessful, highlighting the need to further investigate the role that both language skills and intellectual ability play in moderating response to the intervention.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 32 , Issue 2 , September 2008 , pp. 161 - 175
Copyright
Copyright © The Australian Association of Special Education 2008

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