The primary purpose of this study was to determine if social stories would improve the social pragmatic skills, specifically asking a question and staying on topic, of second through fourth grade students with learning disabilities. The subjects were six selected students enrolled within a self contained class for students with learning disabilities in southern New Jersey in February and March 2008. Data on social pragmatic skills were collected during the four phases (ABCA) of the study on a tally data sheet during their 35 minute grammar class. Data analysis suggests that both social stories improved the students' demonstration of pragmatic social skills during intervention phases. Compared to the first baseline, subjects demonstrated an increase or maintenance of social skills during the reversal baseline. The results suggest that social story interventions impact students with learning disabilities by improving their demonstration of social pragmatic skills. Implications for improving social pragmatic skills for students with learning disabilities by utilizing social stories are discussed.
","abstract_html":"<p>The primary purpose of this study was to determine if social stories would improve the social pragmatic skills, specifically asking a question and staying on topic, of second through fourth grade students with learning disabilities. The subjects were six selected students enrolled within a self contained class for students with learning disabilities in southern New Jersey in February and March 2008. Data on social pragmatic skills were collected during the four phases (ABCA) of the study on a tally data sheet during their 35 minute grammar class. Data analysis suggests that both social stories improved the students' demonstration of pragmatic social skills during intervention phases. Compared to the first baseline, subjects demonstrated an increase or maintenance of social skills during the reversal baseline. The results suggest that social story interventions impact students with learning disabilities by improving their demonstration of social pragmatic skills. Implications for improving social pragmatic skills for students with learning disabilities by utilizing social stories are discussed.</p>","abstract_has_math":false,"creators":["Egrie, Kristine A."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Kuder, Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-04-30T07:00:00Z","date_published":"2009-04-30T07:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["Learning disabled children--New Jersey; Social skills in children--New Jersey","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/608","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, Jay"]},{"key":"dc:creator","label":"Author","values":["Egrie, Kristine A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled children--New Jersey; Social skills in children--New Jersey","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/608"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study was to determine if social stories would improve the social pragmatic skills, specifically asking a question and staying on topic, of second through fourth grade students with learning disabilities. The subjects were six selected students enrolled within a self contained class for students with learning disabilities in southern New Jersey in February and March 2008. Data on social pragmatic skills were collected during the four phases (ABCA) of the study on a tally data sheet during their 35 minute grammar class. Data analysis suggests that both social stories improved the students' demonstration of pragmatic social skills during intervention phases. Compared to the first baseline, subjects demonstrated an increase or maintenance of social skills during the reversal baseline. The results suggest that social story interventions impact students with learning disabilities by improving their demonstration of social pragmatic skills. Implications for improving social pragmatic skills for students with learning disabilities by utilizing social stories are discussed.
"]},{"key":"dc:title","label":"Title","values":["Social stories: do they improve the social pragmatic skills of second through fourth grade students with learning disabilities?"]}]}],"canonical_facts":{"dc:contributor":["Kuder, Jay"],"dc:creator":["Egrie, Kristine A."],"dc:date.available":["2016-03-16T07:00:00Z"],"dc:description.abstract":["The primary purpose of this study was to determine if social stories would improve the social pragmatic skills, specifically asking a question and staying on topic, of second through fourth grade students with learning disabilities. The subjects were six selected students enrolled within a self contained class for students with learning disabilities in southern New Jersey in February and March 2008. Data on social pragmatic skills were collected during the four phases (ABCA) of the study on a tally data sheet during their 35 minute grammar class. Data analysis suggests that both social stories improved the students' demonstration of pragmatic social skills during intervention phases. Compared to the first baseline, subjects demonstrated an increase or maintenance of social skills during the reversal baseline. The results suggest that social story interventions impact students with learning disabilities by improving their demonstration of social pragmatic skills. Implications for improving social pragmatic skills for students with learning disabilities by utilizing social stories are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/608"],"dc:subject":["Learning disabled children--New Jersey; Social skills in children--New Jersey","Special Education and Teaching"],"dc:title":["Social stories: do they improve the social pragmatic skills of second through fourth grade students with learning disabilities?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:21Z"}