Date Approved

4-30-2009

Embargo Period

3-16-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Jay

Subject(s)

Learning disabled children--New Jersey; Social skills in children--New Jersey

Disciplines

Special Education and Teaching

Abstract

The primary purpose of this study was to determine if social stories would improve the social pragmatic skills, specifically asking a question and staying on topic, of second through fourth grade students with learning disabilities. The subjects were six selected students enrolled within a self contained class for students with learning disabilities in southern New Jersey in February and March 2008. Data on social pragmatic skills were collected during the four phases (ABCA) of the study on a tally data sheet during their 35 minute grammar class. Data analysis suggests that both social stories improved the students' demonstration of pragmatic social skills during intervention phases. Compared to the first baseline, subjects demonstrated an increase or maintenance of social skills during the reversal baseline. The results suggest that social story interventions impact students with learning disabilities by improving their demonstration of social pragmatic skills. Implications for improving social pragmatic skills for students with learning disabilities by utilizing social stories are discussed.

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