https://journals.sagepub.com/doi/pdf/10.

1177/10883576060210010501

Citation/ Research Participants Settings Implement IV DV Results Social Additional

Author question ers validity
Soenksen, D., & Are Social 1 5 year old The study was The The The number of Baseline data Teachers .
Alper, S. (2006). Stories boy conducted classroom independent attempts made to indicated TJ determined
Teaching a
young child to
effective with within a teacher variable was obtain peer attempted to that social
appropriately students general a attention during gain the interaction
gain attention of identified kindergarten combination each 15-minute attention of a was a goal
peers using a with classroom in a of written observation peer during for this child
social story hyperlexia? K–6 and verbal period. recess and then the
intervention. Fo
cus on Autism
and (b) are elementary cues through teacher and
and Other Social Stories school. embedded verbalization authors
Developmental effective in into a Social of a peer’s created a
Disabilities, 21(1 teaching Story name with a story with
), 36-44. children to arranged in a mean of zero. the help of
acquire and book format. The mean the teacher.
maintain frequency Baseline was
skills across during collected in
settings? intervention each
was 2.9 situation and
monitored
over time.
This is
something
that could be
replicated
with any goal
in any
classroom.
https://link.springer.com/content/pdf/10.1007/s10803-009-0814-4.pdf

Citation/Author Research Participants Settings Implementers IV DV Results Social Additional

question validity
Reichow, B., & Can a social An 11 year In the child’s His teacher Social story- Verbal During the This is an
Sabornie, E. J. story old school A short greetings two baseline easy to
(2009). Brief
report: Increasing
increase story read to conditions, replicate
verbal greeting verbal the student no acceptable study with
initiations for a greetings in a verbal some
student with student with greeting limitations
autism via a autism using initiations due to this
Social Story™
intervention. Jour
a social were only being
nal of Autism and story? observed. one student
Developmental After the but has
Disorders, 39(12) Social Story continued to
, 1740-1743. was show what
presented, we were
there was an already
immediate seeing in
change in the previous
trend and research.
level of the
data. The
increasing
trend
remained in
the data until
the Social
Story was
withdrawn.
https://onlinelibrary.wiley.com/doi/full/10.1002/aur.2256?casa_token=D1WFrVIqF1IAAAAA%3Av_01bXktFqe9-
cSNrRNqw37RtgASfaKsqDTZSbqgxwMBUInWfaWScqAT8sL-VFJb6327rtIvx_3kwN4

Citation/Author Research Participants Settings Implemen IV DV Results Social Additional

question ters validity
Zhou, N., Wong, Can a social A total of 181 In the Dental social Level of Children's oral This study
H. M., & story about child’s assistant independen could be
McGrath, C. preschool stories hygiene status
toothbrushin home. ce for each replicated but
(2020). Efficacy children with were and gingival
of social story g make the of the 13 would
intervention in process special care employed steps of status could require
training easier and needs were to teach teeth also be professionals
toothbrushing increase recruited. Of toothbrus brushing improved after to implement
skills among
special‐care
child those, 87 hing skills that was the social story the story and
children with and independenc children for shown in intervention. then give
without e? the social parents
autism. Autism were preschool story. Children with strategies to
Research, 13(4), diagnosed children relatively higher make the
666-674.
with autism with intellectual teeth
and 94 special functioning brushing go
children needs could be better.
were benefited more
diagnosed from the social
with down story
syndrome, intervention
cerebral than their
palsy, counterparts
development with more sever
al delay, or intellectual
other impairment. 
development
al
disabilities. 
https://journals.sagepub.com/doi/pdf/10.1177/10883576040190020301

Citation/Author Research Participants Settings Implemen IV DV Results Social validity Addi

question ters tiona
l
Khantreejitranon, The purpose A 7 year old Classroom Teachers Social A decrease Phase A1 to The results of this study
A. (2018). Using of the current and story- of crying, Phase B2, there support the notion that the
a social story
intervention to
study is to research A short falling, was a 48% social story intervention is
decrease evaluate the investigat story read hitting, and decrease in a useful tool in decreasing
inappropriate effects of a ors. to the screaming. crying episodes. inappropriate social
behavior of social story student From Phase A1 behaviors. Although the
preschool on the to Phase B2 targeted behaviors were
children with
autism. Kasetsart
decrease of screaming not extinguished, all
Journal of Social unwanted decreased 61% . showed measurable
Sciences, 39(1), behavior from Phase A1 decreases in frequency of
90-97. while doing to Phase B2, occurrence. Although the
homework. hitting problem behaviors
decreased 60% decreased, the
participant’s use of oral
language to express his
needs/concerns increased.
Furthermore, this study
demonstrated that multiple
behaviors serving one
function can be
successfully addressed in
a single social story.
Using one story instead of
four stories to address
behavior appears to be
more efficient and
efficacious.