Use of Social Story to Modify Inappropriate Behavior Margaret Pedziwiatr, B'S' Eastern Illinois Univ

1
Use of Social Story to Modify Inappropriate
Behavior Margaret Pedziwiatr, B.S. Eastern
Illinois University, email mpedziwiatr_at_eiu.edu
Gail J. Richard, Ph.D., CCC-SLP, Eastern Illinois
University, email gjrichard_at_eiu.edu
M.B. Results

• BACKGROUND
• Lack of theory of mind has been proposed to
  account for significant social impairments
  experienced in autism (Baron-Cohen, Leslie, and
  Firth, 1985).
• Social stories help children with autism
  understand social situations and compensate for
  lack of theory of mind by describing a
  situations relevant social cues and responses
  (Gray, 1995).
• Use of social stories are effective treatment
  for reducing problematic behaviors in children
  with autism (Kuoch Miranda 2003).
• Results from past research has not followed
  Grays guidelines, been presented in the same
  manner, or in the same environment.

• DISCUSSION
• M.B.
• Decrease in inappropriate behavior, although
  rarely demonstrated targeted alternative
  behavior.
• Anecdotally, clinician and supervisor
  hypothesized that social story made subject more
  aware of behavior.
• There were differing opinions due to low
  incidence of verbal requesting (alternative
  behavior), even though irrelevant reading
  decreased.
• E.K.
• Data showed average inappropriate behaviors per
  session appeared to remain the same, though
  anecdotal evidence indicated decrease.
• Subject terminated physical behaviors but
  continued to display verbal behaviors.
• Behaviors were combined in data collection
  therefore, it appeared that verbal behaviors
  increased. If behaviors were separated, changes
  may have been evidenced.

PURPOSE OF STUDY Evaluate effectiveness of a
social story written to follow Grays guidelines
and consistently presented in the same manner as
a treatment approach to modify inappropriate
behaviors for two individuals diagnosed with
developmental disorders.

• SUMMARY COMMENTS
• Social stories were effective for individuals of
  high and low cognition with developmental delays.
• An individual with impaired cognition, (i.e.,
  E.K.) requires more consistent presentation of
  social story to decrease behaviors.
• For an individual of typical cognition, the story
  can be faded, and decreases in behaviors will
  stabilize.
• Clinicians and supervisors expressed positive
  reactions to the use of social story methodology
  they would use it again.

PARTICIPANTS Subject 1 M.B. Subject 2
E.K Sex Female Male Age 7 12 Dx PDD-NOS
ASD Lang Verbal Sign Lang, Picture Based
Com. System, Verbal Approx. DAADD
Aspergers, PDD-NOS, Retts PDD-NOS
Non-Verbal LLD PPVT Std. Score 118 Percentile
88 N/A
E.K. Results

• CLINICAL IMPLICATIONS
• This study supported use of social story (using
  Grays guidelines) as a method for reducing
  inappropriate behaviors in clients with
  developmental delays of varying degrees within
  the therapy setting.
• Implementation was not intrusive and did not
  interfere with other therapy activities.
• It was easy to implement.
• Social stories can be utilized across clients and
  settings.

• INTERVENTION
• An ABA(B) Withdrawal design was used.
• Baseline
• Discussion with supervisor, clinician, and parent
  to determine inappropriate and alternative
  appropriate behaviors.
• M.B.
• Inappropriate behavior Irrelevant reading
• Alternative behavior Ask Are these words
  important? with goal to extinguish irrelevant
  reading
• E.K.
• Inappropriate behaviors Jumping, pounding, and
  yelling.
• Alternative behavior Give clinician break
  card.
• Treatment
• A social story (adhering to Grays guidleines)
  suggesting desired alternative behavior was
  created for each subject.
• Clinician read social story to subject at
  initiation of therapy session.
• Specific prompts were used during therapy.
• Sessions were videotaped for data collection.

REFERENCES Adams, L., Gouvousis, A., VanLue, M.,
Waldron, C. (2004). Social story intervention
Improving communication skills in a child with an
autism spectrum disorder. Focus on Autism and
Other Developmental Disabilities, 19,
87-94. Baron-Cohen, S., Leslie, A.M., and Firth,
U. (1985). Does the autistic child have theory
of mind. Cognition, 21(I), 37-46 Gray, C.
(1995). Social Stories UnLimited Teaching Social
Skills with Social Stories and Comic Strip
Conversations. Paper presented at the 1995 Social
Stories UnLimited Presentations and
Workshops. Kuoch, H., Mirenda, P. (2003).
Social Story Interventions for Young Children
with Autism Spectrum Disorders. Focus on Autism
and Other Developmental and Other Developmental
Disabilities, 18, 219-227. Powers, M.D. (1989).
Children with Autism A Parents Guide.
Rockville, MD Woodbine House. Richard, G.
(1997). Source for Autism. East Moline, IL
Lingui Systems Scattone, D., Wilczynski, S.M.,
Edwards, R.P., and Rabian, B. (2002). Decreasing
disruptive behaviors of children with autism
using social stories. Journal of Autism and
Developmental Disorders, 6, 535-543.