Can social stories enhance the interpersonal conflict resolution skills of children with LD?

• Published in: Research in developmental disabilities 2009, Vol.30 (1), p.192-202
• Main Authors: Kalyva, Efrosini, Agaliotis, Ioannis
• Format: Article
• Language: English
• Subjects: Behavior Change; Biological and medical sciences; Child; Children; Comparative Analysis; Conflict (Psychology); Conflict Resolution; Control Groups; Experimental Groups; Female; Follow-Up Studies; Humans; Interpersonal Competence; Interpersonal conflict resolution; Interpersonal Relations; Interpersonal Relationship; Intervention; Learning Disabilities; Learning Disorders - psychology; Male; Medical sciences; Program Effectiveness; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Social Adjustment; Social Influences; Social Perception; Social skills intervention; Social stories; Special education. Orthophony; Story Telling; Teacher Attitudes; Treatments
• ISSN: 0891-4222; 1873-3379
• DOI: 10.1016/j.ridd.2008.02.005

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a period of 1 month, while the 32 children with LD in the control group did not receive any intervention. The effects of the intervention were systematically examined by means of an interview with the participants, while teachers completed the T-MESSY (Matson, J. L. (1990). Matson Evaluation of Social Skills With Youngsters: Manual. Worthington, OR: International Diagnostic Systems). All children chose mainly avoidance and hostile strategies before the intervention, but children in the experimental group chose predominantly positive strategies both after the intervention and at follow-up in comparison to control children. Furthermore, children with LD who received the intervention were rated by their teachers as engaging in significantly less inappropriate social behaviors after the intervention and at follow-up in comparison to control children. The recorded changes in the choice of interpersonal conflict resolution strategies and the more positive teacher ratings for the experimental group indicate that social stories constitute a powerful intervention for the enhancement of the social competence of children with LD.