Date of Award

8-1-2012

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Elizabeth Ankeny

Second Advisor

Dennis Greseth

Abstract

Social stories are defined as a short story that describes social situations in terms of relevant cues and often defines appropriate responses for children diagnosed with Autism (Bradys, Gouvousis, VanLue & Waldron, 2004). Social stories a have been used since the early 1990's as a social skills intervention for students with Autism and research has shown that social stories have been very effective as an intervention for students with Autism (Scattone, Tingstrom & Wilczynski, 2006). A review of the research found that very little research has been conducted with students with emotional/behavioral disorders (EBD) and their perspectives with social skills interventions. This research examines the question "what are the perspectives of students with emotional/behavioral disorders about their experiences with social stories. Through this research I conducted interviews with 5 students with EBD who participated in the social stories intervention project. Themes that emerged from the interviews were: (a) ambiguity about social skills instruction, (b) name and behavior recognition provides powerful initial draw, (c) social stories do not sustain student attention, and (d) mixed perspectives with positive outcomes.

Identifier

SC 11.MAE.2012.Kram.J

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