The Effects of Social Stories on Social Skills Enhancement for Elementary Students with Intellectual Disabilities

• Main Authors: Hsiu-Hui Yang, 楊秀慧
• Other Authors: Chun-Hwa Wei
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/67536469171852536522

碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 104 === The purpose of this study was to investigate the effect of Social Story on increasing the social skill of an elementary student with intellectual disabilities. A student with moderate intellectual disabilities in elementary school participated in this study. The multiple baseline design across behaviors of single subject research was used in this study, including three phases：baseline、intervention and maintenance. Four behaviors were identified for intervention: (1) greeting, (2) borrow the glue with teacher, (3) share the cookies, and (4) invite the peers to play games together. The findings of this study were as follows: 1.The effect of social story intervention on social skills “greeting”, “borrow the glue with teacher”, “share the cookies” and “invite the peers to play games together” of elementary students with intellectual disabilities showed the immediate effects. 2.The effect of social story intervention on social skills “greeting” and “borrow the glue with teacher” of elementary students with intellectual disabilities showed the maintenance effects, but on social skills “share the cookies” and “invite the peers to play games together” didn’t show the maintenance effects. 3.The results of interviewing the student’s significant others indicated high social validity of Social story intervention. According to the aforementioned findings, the research provided some applications for the learning guidance and the further researches were recommended.