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Social Stories^TM Improve the On-Task Behavior of Children With Language Impairment

Florida State University, Tallahassee, schneider.572{at}osu.edu

Howard Goldstein

Florida State University, Tallahassee

On-task behaviors are examined for three elementary-aged children who had impaired language and challenging behaviors that compromised their classroom participation and inclusion. A multiple-baseline design across participants was used. Each participant showed improvements in on-task behavior following Social Story^TM intervention. Participants generalized and maintained their behaviors following the end of intervention. Results indicate a large effect size and that Social Stories^TM might be an effective strategy for increasing on-task behavior for children with impaired language.

Key Words: language impairment • autism • Social Stories^TM • auditory-visual support systems • challenging behaviors • single-participant research

Journal of Early Intervention, Vol. 31, No. 3, 250-264 (2009)
DOI: 10.1177/1053815109339564


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