Teaching Paraprofessionals How to Write and Implement Social Stories for Students With Autism Spectrum Disorders

A multiple-baseline design across subjects was used to determine if paraprofessionals could be effectively taught to write and implement Social Stories TM that shared accurate social information and had a positive impact on the targeted behaviors of students with autism spectrum disorders (ASD). Thr...

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Bibliographic Details
Published inRemedial and special education Vol. 28; no. 3; pp. 182 - 189
Main Author Moudry Quilty, Kimberly
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Sage Publications 01.05.2007
PRO-ED, Inc
SAGE PUBLICATIONS, INC
Subjects
Autism
Behavior
Children & youth
Creative Development
Culturally Relevant Education
Grade 1
Intervention
Matched Groups
Paraprofessional Personnel
Paraprofessionals
Pervasive Developmental Disorders
Reading Comprehension
Special education
Story Grammar
Student Behavior
Students
Teacher Effectiveness
Teaching
Teaching Methods
Writing Skills
Online AccessGet full text
ISSN0741-9325
1538-4756
DOI10.1177/07419325070280030701

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Summary:A multiple-baseline design across subjects was used to determine if paraprofessionals could be effectively taught to write and implement Social Stories TM that shared accurate social information and had a positive impact on the targeted behaviors of students with autism spectrum disorders (ASD). Three paraprofessional—student pairs participated in the study. The data revealed that paraprofessionals could be effectively taught how to write and implement Social Stories . Furthermore, the targeted student behaviors decreased after the implementation of the intervention. Maintenance data showed continued use of the Social Stories intervention and its effectiveness with the students with ASD.
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ISSN:0741-9325
1538-4756
DOI:10.1177/07419325070280030701