The paper "Action Plan for Using Social Stories to Reduce Aggression among Grade Two Autistic Students" is a wonderful example of a report on education. Autism Spectrum Disorder (ASD) is a neuro-developmental condition typified by oral and non-oral communication impairments and also affects a student’ s social conduct. The condition is also typified by aggression, communication problems, tantrums, attention issues or self-injury (American Psychiatric Association, 2000). With these behaviours, effective classroom management strategies are important so as to enhance the outcomes of affected students. The percentage of students suffering from ASD has been on the increase (Sansosti, Powell-Smith, & Kincaid, 2004).
The mounting population of students with ASD has triggered the need to provide the correct interventions for dealing with such students to facilitate their academic and social achievement. A number of authors have recognized that, social stories are proposed to have promising impacts on autistic children’ s behavior since the start of the 1990s across the globe (Mentor, et al. , 2012; Spencer, Simpson, & Lynch, 2008). Social stories refer to narratives written about people that show a given undertaking and the particular expectations and behaviors related to that undertaking.
Such stories can be used through several methods, such as reading by a teacher, education assistant, or personally, or through the presentation using multimedia technology devices or equipment (Mancil, Haydon, & Whitby, 2009). Significance The population of students being diagnosed with ASD is on the increase, which implies that teachers have to deal with a large number of autistic students. Given the behaviours associated with the condition, dealing with autistic children is not a simple task. Focusing on the formulation of an effective intervention for handling students with autism is significant to primary education or education professionals.
This is because; it will help teachers or other education professionals to easily manage autistic children who may be part of their students. In addition, it will help autistic students to better associate with their peers and teachers as well as manage their academic work. Background A wide range of studies have been conducted on the impact of social stories on the behaviour of autistic students aged between 7 and 8 years. Sansosti, Powell-Smith, & Kincaid (2004) established that the noteworthy impacts of social stories in autistic students have partial experimental control, are regularly confused by concurrent use of different interventions, and are very variable.
Sansosti and colleagues wrote about other authors’ published work. According to them, a bigger percentage of the published researches gave affirmative results on using social stories for different behavioral targets. In their work, they recommended that educators ought to try their best to assemble information on the environmental background of the social state, the target student conduct’ s function as well as other people’ s social responses. By doing that, there will be a direct link between social stories and the targeted conduct, which will then result in bigger success.
Evidently, social stories are more effective intervention among high functioning students. Another study discussed the manner in which the wide use of social stories keeps on growing despite the limited research foundation. The study principally focussed on subject designs and case studies that provide positive impacts from a practitioner’ s viewpoint. By reviewing several published works on the use of social stories, the authors stressed the positive results recorded in different individual studies.
Nonetheless, they echoed a number of limitations in the works such as reversal designs’ incorrectness, irregular execution, and progress of the interventions, and the need of considering longer engagement periods as well as generalization maintenance (Ali & Frederickson, 2006).
Ali, S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice (22), 355-357.
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Andrew, S. (2005). Increasing game-playing skills and social comprehension in school-aged children with autism using social stories. Sciences and Engineering, 65 (10b), 538.
Crozier, S., & Tincani, M. (2007). Effects of social stories on pro-social behaviors of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814.
Hanley-Hochdorfer, K., Bray, M. A., Kehle, T. J., & Elinoff, M. J. (2010). Social Stories to Increase Verbal Initiation in Children with Autism and Asperger's Disorder. School Psychology Review, 39 (3), 484-492.
Mancil, G. R., Haydon, T., & Whitby, P. (2009). Differentiated Effects of Paper and Computer-Assisted Social Stories(TM) on Inappropriate Behaviour in Children With Autism. Focus on Autism and Other Developmental Disabilities, 24 (4), 205-215.
Mentor, L., Elliot, D., Hulme, M., Lewin, J., & Lowden, J. (2012). Guide to practitioner research in education. London: Routledge.
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Quirmbach, L., Lincoln, A., Feinberg-Gizzo, M., Ingersoll, B., & Andrews, S. (2009). Social Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control. Journal of Autism and Developmental Disorders, 39 (2), 299.
Reynhout, G., & Carter, M. (2009). The use of Social Stories by teachers and their perceived efficacy. Research in Autism Spectrum Disorders, 3 (1), 232-251.
Sansosti, F. J., Powell-Smith, K. A., & Kincaid, D. (2004). A Research Synthesis of Social Story Interventions for Children with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 19 (4), 194-204.
Spencer, V. G., Simpson, C. G., & Lynch, S. A. (2008). Using Social Stories to Increase Positive Behaviours for Children with Autism Spectrum Disorders. Intervention in School and Clinic, 44 (1), 58-61.
Test, D. W., Richter, S., Knight, V., & Spooner, F. (2011). A Comprehensive Review and Meta-Analysis of the Social Stories Literature. Focus on Autism and Other Developmental Disabilities, 26 (1), 49-62.