Dissertation/Thesis Abstract

Social narrative interventions for students with autism
by Gikas, Suzanne Josephine, Ph.D., Kent State University, 2013, 127; 3618889
Abstract (Summary)

In this study, a multiple baseline design across participants was used to evaluate the effects of a social narrative on teaching appropriate social skills to three students with autism. Currently, guidelines for Social Storyâ„¢, as established by Carol Gray, have become very popular despite minimal scientific evidence to support their efficacy (Bellini, Peters, Benner, & Hopf, 2007; Sansosti, Powell-Smith, & Kincaid, 2004; Reynhout & Carter, 2006). This study deliberately deviates from Gray's guidelines in an attempt to evaluate the contribution of the narrative to social literacy in students with autism.

Indexing (document details)
Advisor: Barton, Lyle
Commitee: Barton, Lyle
School: Kent State University
Department: Lifespan Development and Educational Sciences
School Location: United States -- Ohio
Source: DAI-A 75/08(E), Dissertation Abstracts International
Subjects: Educational sociology, Educational evaluation, Special education
Keywords: Autism, Social literacy, Social narrative, Social skills
Publication Number: 3618889
ISBN: 978-1-303-87436-9
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