Year: 2013
Type: article
Abstract: In this study, a multiple baseline design across participants was used to evaluate the effects of a social narrative on teaching appropriate social skills to three students with autism. Currently, guidelines for Social Story™, as established by Carol Gray, have become very popular despite minimal scientific evidence to support their efficacy (Bellini, Peters, Benner, & Hopf, 2007; Sansosti, Powell-Smith, & Kincaid, 2004; Reynhout & Carter, 2006). This study deliberately deviates from Gray's guidelines in an attempt to evaluate the contribution of the narrative to social literacy in students with autism.
Author: Suzanne Josephine Gikas
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2283148270