![]() Hour-long observation sessions were conducted in the participants' classrooms during circle time and centers time on the same day as training sessions. Training sessions took place in the morning before the start of the school day in private rooms at the students' school. Both participants had been diagnosed with autism and had language skills that were appropriate for the Social Stories intervention (standardized assessment scores are available from the first author). A teaching assistant was assigned to Matt's classroom, and Ted had a teaching assistant who was assigned to accompany him during the entire school day. Matt, a 6-year-old Asian American boy, and Ted, a 5-year-old Caucasian boy, attended two different general education kindergarten classrooms full-time at a public elementary school. Participants, Setting, and Target Behaviors Therefore, the purpose of the current study was to examine the use of a Social Stories intervention package on the social communication behaviors of 2 students with autism enrolled in full-inclusion kindergarten classrooms. ![]() Including students with autism in general education classrooms can create meaningful social opportunities with peers without disabilities ( Fryxell & Kennedy, 1995) and is considered a preferred alternative to self-contained educational settings ( Individuals with Disabilities Education Act, 1997). ![]() ![]() Social Stories have been experimentally investigated in home settings ( Lorimer, Simpson, Myles, & Ganz, 2002), self-contained special education/resource classrooms ( Delano & Snell, 2006), and campus outdoor areas ( Sansosti & Powell-Smith, 2006) but not in general education inclusion settings. However, Reynhout and Carter (2006) found little difference in effect sizes across studies using Social Stories alone and those using Social Stories intervention packages. Studies have often combined Social Stories with other instructional methods such as prompting (e.g., Swaggart et al., 1995), reinforcement (e.g., Swaggart et al.), and self-evaluation (e.g., Thiemann & Goldstein, 2001), making it difficult to determine the unique or additive effects of intervention components. Social Stories TM ( Gray & Garand, 1993) are a frequently used treatment method for children with autism however, the research literature on their use includes only a small number of well-controlled experimental studies (e.g., Green et al., 2006). ![]()
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