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

Forfattere
Wahman, C. L. Pustejovsky, J. E. Ostrosky, M. M. Santos, R. M.
Årstall
2019
Tidsskrift
Topics in Early Childhood Special Education
Volum
Sider
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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Tiltaksnivå

Behandling og hjelpetiltak

Tema

Psykiske vansker og lidelser

Atferdsproblemer

Utagerende/utfordrende atferd (uro, bråk)

Autismespekter

Utvikling og livsmestring

Sosiale ferdigheter (inkl. vennerelasjoner)

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i førskolealder (3-5 år)

Barn i skolealder (6-12 år)

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