Investigating the merit of Social Story TM interventions for children on the Autistic Spectrum

Abstract

The increasing prevalence of Autistic Spectrum Disorder (ASD) creates a need to establish effective educational practices. Social skills training is a key feature of interventions for children with ASD (Crooke, Hendrix, & Rachman, 2008). Indeed, a substantial number of interventions have emerged in recent years with the aim of teaching social skills, and social understanding, to children with ASD. These interventions vary regarding the skills targeted, the individuals targeted, the approach taken, and the efficacy of each approach. One such intervention is Social Stories™ (Gray & Garand, 1993). Social Stories™ are short narratives, developed in accordance to specific writing guidelines.