Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others.  This article presents social stories as a behavioral intervention option for educators. Detailed steps describe 5 stages of the intervention process: 1) identifying target behavior, 2) establishing baseline, 3) writing the story, 4) implementing the intervention, and 5) evaluating effectiveness. Ideas for using multimedia resources in social stories are provided. 

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Living social: How to use social stories as a behavior intervention

Julie P.Jones*, Sarah Love**
* Assistant Professor, School of Education, University of South Carolina Upstate.
** Special Educator, South Carolina Virtual Charter School.
Periodicity:December - February'2013
DOI : https://doi.org/10.26634/jsch.8.3.2122

Abstract

Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others.  This article presents social stories as a behavioral intervention option for educators. Detailed steps describe 5 stages of the intervention process: 1) identifying target behavior, 2) establishing baseline, 3) writing the story, 4) implementing the intervention, and 5) evaluating effectiveness. Ideas for using multimedia resources in social stories are provided. 

Keywords

Social Stories, Functional Behavior Assessment, Behavior Intervention, Shaping, Multimedia, behavior analysis, disruptive behaviors, anti-social behavior, social skills, social problems, target behavior, replacement behaviour.

How to Cite this Article?

Jones,J.P. and Love,S. (2013). Living Social: How To Use Social Narratives As A Behavior Intervention.i-manager’s Journal on School Education Technology, 8(3), 9-14. https://doi.org/10.26634/jsch.8.3.2122

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