There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.
","abstract_html":"<p>There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.</p>","abstract_has_math":false,"creators":["Herrin, Melissa Jean"],"institution":null,"degree_name":"Specialist in Education","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Carl Myers (Director), Melissa Hakman, Frank Kersting"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-01T07:00:00Z","date_published":"2004-05-01T07:00:00Z","updated_at":"2026-07-24T06:08:09Z","subjects":["autism; social skills in children","Child Psychology","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carl Myers (Director), Melissa Hakman, Frank Kersting"]},{"key":"dc:creator","label":"Author","values":["Herrin, Melissa Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autism; social skills in children","Child Psychology","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.
"]},{"key":"dc:title","label":"Title","values":["Using Social Stories to Teach Social and Behavioral Skills to Preschool Children with Autism"]}]}],"canonical_facts":{"dc:contributor":["Carl Myers (Director), Melissa Hakman, Frank Kersting"],"dc:creator":["Herrin, Melissa Jean"],"dc:description.abstract":["There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/1112"],"dc:subject":["autism; social skills in children","Child Psychology","Special Education and Teaching"],"dc:title":["Using Social Stories to Teach Social and Behavioral Skills to Preschool Children with Autism"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T06:08:09Z"}