A study of social story instruction to improve social competence of a student’s with Asperger syndrome

• Main Authors: Li-Chu Hsiao, 蕭麗珠
• Other Authors: Hsiang-Min Lo
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/83422123403805221542

碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === The purpose of this study was to investigate the effect of social story instruction on social competence of a student’s with Asperger syndrome。The social competence in this study refers to three on-task behaviors： ‘not playing irrelevant objects during instruction’、’looking at teacher while she is speaking’、and ‘following the teacher’s oral reading’。A single-case experimental design with multiple baselines across behaviors was used。 The results of this study were as follows： 1、 The ‘not playing irrelevant thing during instruction’ behavior was increased during the treatment and maintain periods。 2、 The ’looking at teacher while she is speaking’ behavior was increased during the treatment and maintain periods。 3、 Thought the ‘following the teacher’s oral reading’ behavior was increased during the treatment and maintain periods，but the result should be interpreted cautiously，because some uncontrollable variable may influence the effect。 Social story may be used as a literal and concrete approach to improve the on-task behaviors of student’s with Asperger syndrome，but more studies should be take in the future。