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Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis

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Abstract

A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored.

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  • References marked with an asterisk indicate studies included in the meta-analysis.

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Authors and Affiliations

  1. Special Education Program, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA, 18015, USA

    Anastasia Kokina & Lee Kern

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  1. Anastasia Kokina
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  2. Lee Kern
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Correspondence to Anastasia Kokina.

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Kokina, A., Kern, L. Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis. J Autism Dev Disord 40, 812–826 (2010). https://doi.org/10.1007/s10803-009-0931-0

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  • DOI: https://doi.org/10.1007/s10803-009-0931-0

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