Effect of Social Story Curriculum on Social/Emotional Development of 4-year-old Student
Date of Award
Fall 12-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Ximena Sourez-Sousa
Keywords
Social Stories, Developmental Delay, Autism
Abstract
Title
Effect of Social Story Curriculum on Social/Emotional Development of 4-year-old Student
Purpose of the Study
The purpose of this research was to determine whether using the strategy of social stories in combination of High Scope curriculum would increase social/emotional development in 4 year-old students with Developmental Delay or Autism. The participants were students who require specialized instruction in an inclusive preschool classroom. The students were monitored using the Child Observation Record (COR) to see the difference in social/emotional scores in the area of conflict/resolution.
Throughout this study, students were observed using social/emotional skills in the area of conflict/resolution. When comparing baseline data to the intervention data, it was found that the students who received the social story intervention had a larger increase in COR scores than those who did not receive this intervention. Students who received the social story intervention in addition to the High Scope curriculum saw an average increase of 1.25 (on a scale of 0-7) more than those who did not receive the intervention.
Recommended Citation
Hamblin, Claire, "Effect of Social Story Curriculum on Social/Emotional Development of 4-year-old Student" (2018). Dissertations, Theses, and Projects. 154.
https://red.mnstate.edu/thesis/154