Date Approved

12-3-2018

Embargo Period

12-3-2018

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Accardo, Amy

Committee Member 1

Kuder, Sydney J.

Committee Member 2

Xin, Joy

Keywords

Autism, Developmental Delays, Early Childhood Development, Social and Emotional Development, Social Stories, Turn Taking

Subject(s)

Children with disabilities--Development; Education, Preschool

Disciplines

Early Childhood Education | Special Education and Teaching

Abstract

The purpose of this single subject design study was to determine the effectiveness of social stories on the positive play behaviors and social interactions of preschool students with developmental disabilities. The satisfaction of staff members with the implementation of social stories in the classroom was also examined. Preschool students in the study showed an increase in positive social interactions including turn-taking, using verbal and non-verbal communication to express their feelings during play, and overall positive play behaviors after implementation of social stories. Staff members reported positive social validity of the intervention. Implications for using social stories with preschool students with developmental disabilities are discussed.

Download

Share

COinS