Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3–5 years) with challenging beha...

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Bibliographic Details
Published in:Topics in Early Childhood Special Education 2022-02, Vol.41 (4), p.267-279
Main Authors: Wahman, Charis L., Pustejovsky, James E., Ostrosky, Michaelene M., Santos, Rosa Milagros
Format: Article
Language:English
Subjects:
Behavior disorders
Behavior Modification
Behavior Problems
Case Studies
Early Childhood Education
Effect Size
Interaction
Intervention
Meta Analysis
Program Effectiveness
Prosocial Behavior
Research Design
Social Development
Special education
Story Telling
Systematic review
Young Children
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Summary:Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3–5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants’ response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121419855692