Recommendations for behavior analysts regarding the implementation of Social Stories for individuals diagnosed with autism spectrum disorder

被引：2
|
作者：
Leaf, Justin B. [1 ,2 ]
Cihon, Joseph H. [1 ,2 ]
Ferguson, Julia L. [1 ]
Milne, Christine M. [1 ,2 ]
Leaf, Ronald [1 ]
McEachin, John [1 ]
机构：
[1] Autism Partnership Fdn, 200 Marina Dr, Seal Beach, CA 90740 USA
[2] Endicott Coll, Beverly, MA USA
来源：
BEHAVIORAL INTERVENTIONS | 2020年 / 35卷 / 04期
关键词：
social behavior; social narratives; social skills; social stories; social story; TEACHING INTERACTION PROCEDURE; CHALLENGING BEHAVIORS; CURRENT DIMENSIONS; YOUNG-CHILDREN; SKILLS; INTERVENTIONS; SUPPORT; METAANALYSIS; STUDENTS; PARENTS;
D O I：
10.1002/bin.1736
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
Social Stories have been implemented and evaluated clinically for individuals diagnosed with autism spectrum disorder. Social Stories are an intervention where an interventionist writes a story that describes a situation and the behaviors that the learner should display within that situation. Researchers have conducted literature reviews on Social Stories and in the majority of these reviews have found serious methodological flaws (e.g., Leaf et al., 2015; Styles, 2011; Reynhout & Carter, 2011). Yet behavior analysts continue to endorse, recommend, and implement Social Stories for individuals diagnosed with autism spectrum disorder. The purpose of this paper is to briefly review the literature on Social Stories, provide recommendations to behavior analysts on the use of Social Stories, and discuss how to best proceed when Social Stories are recommended in clinical settings.
引用
收藏
页码：664 / 679
页数：16
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