Social stories™ and its effect in minimizing the teasing behavior of a grade 3 student with autism: A single-case study

Date of Publication

5-2024

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Disability and Equity in Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Abigail Rice
Arvie S. Andal

Abstract/Summary

The study examined the effect of Social Story™ in addressing the inappropriate behavior of a 9-year-old male student with Autism in Grade 3, who habitually used teasing to initiate interactions with classmates. The teasing behaviors include copying of speech, repeated touching of belongings, making sounds towards classmates, poking with hands repeatedly, making faces, repeated invading of personal space, and other behaviors that intend to elicit reaction from classmates. The primary objective of the Social StoryTM was to equip the participant with a clear and comprehensive understanding of a specific social scenario, enabling him to exhibit more appropriate behavior. The study adhered to the established Social StoryTM criteria, resulting in a 14-page story with visuals. During the implementation phase, the student read the social story with the teacher before the classes began. The data revealed a significant drop in the frequency of observed target behaviors, with zero occurrences recorded from day three up to day eight, indicating the successful impact of the intervention. Keywords: Social StoryTM, Autism, Social Awareness, Theory of Mind, Teasing, Positive Behavioral Supports

Abstract Format

html

Language

English

Format

Electronic

Keywords

Autistic children—Behavior modification

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