Date of Award:
5-2008
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation
Committee Chair(s)
Robert Morgan
Committee
Robert Morgan
Committee
Tom Higbee
Committee
Kimberly Snow
Abstract
The effects of social stories and script fading were investigated on increasing interactions of students with disabilities with their non-disabled peers. Social stories and script fading are treatments typically used for persons with autism spectrum disorder. This study examined effects on students with intellectual disabilities and multiple disabilities. In sequential treatments, social stories and "scripts" were read to students just prior to their lunch, so each could be assessed on their effectiveness in increasing initiations and responses in social situations in a lunch line with typical students. Social stories and script fading were analyzed in the context of a multiple baseline design across three participants, all 12- to 14-year-old youth with significant intellectual disabilities. The study was conducted in a cafeteria as participants and other students stood in line, selected lunch items, and sat at tables to eat lunch. Data on social interactions were initially collected on five students without disabilities to serve as a benchmark for study participants. Results indicated that social stories were largely ineffective or minimally effective in increasing social interactions in the cafeteria for three participants. In contrast, the second treatment, scripts and script fading, was immediately and consistently effective in increasing social interactions. Generalization probes were consistent with intervention results. Results are discussed in terms of variables affecting efficacy of the two interventions and directions for future research.
Checksum
784167988a9fb44220ccf1c46f132133
Recommended Citation
Dudleston, Kristi, "A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with Their Non-Disabled Peers" (2008). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 119.
https://digitalcommons.usu.edu/etd/119
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .