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.

Abstract only: No full text available.

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