Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism

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Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4761

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dc.contributor.advisor McCathren, Rebecca B. en
dc.contributor.author Wright, Lisa A. en_US
dc.date.accessioned 2010-01-12T18:41:56Z
dc.date.available 2010-01-12T18:41:56Z
dc.date.issued 2007 en_US
dc.date.submitted 2007 Fall en
dc.identifier.other WrightL-110907-D9070 en_US
dc.identifier.uri http://hdl.handle.net/10355/4761
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file (viewed on March 3, 2008) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ph. D.) University of Missouri-Columbia 2007. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Special education. en_US
dc.description.abstract The purpose of this study was to evaluate the effects of a Social Story [TM] intervention on the social behavior rates of 4 young children with autism. This study used a multiple-baseline across participants design to evaluate the effects of the Social Story on the pro-social and problem behaviors of each of the participants in comparison to gender and age-matched peers in the inclusive preschool classroom. The results of this study indicate that the Social Story was effective in increasing pro-social behavior rates in 3 of the 4 participants, though none of the participants reached the pro-social behavior rates of age and gender-matched peers. The problem behaviors of all 4 participants decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The present research adds to the current small though growing literature base in support of the use of Social Stories. Due to the call for scientifically based research in the classrooms, this study contributes to the support of Social Stories as an evidence-based practice for recommended use by practitioners in the field. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2007 Freely available dissertations (MU) en_US
dc.subject.lcsh My social story book en_US
dc.subject.lcsh Autistic children -- Behavior modification en_US
dc.subject.lcsh Social skills -- Study and teaching en_US
dc.subject.lcsh Autism in children -- Treatment en_US
dc.subject.lcsh Narration (Rhetoric) -- Psychological aspects en_US
dc.title Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism en_US
dc.type Thesis en_US
thesis.degree.discipline Special education en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b62411664 en_US
dc.identifier.oclc 212781261 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations


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