Examining the Effects of Social Stories (TM) on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis

Examining the Effects of Social Stories (TM) on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis

Authors
Wahman, C. L. Pustejovsky, J. E. Ostrosky, M. M. Santos, R. M.
Year
2019
Journal
Topics in Early Childhood Special Education
Volume
Pages
13
Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants' response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.

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Type of intervention

Treatment and Child Welfare Interventions

Topic

Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

Autism Spectrum Disorder

Development and Life Coping Skills

Social skills

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

Preschool Aged Children (3-5 years)

School Aged Children (6-12 years)

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