Use of Social Narratives to Target Inferring Behaviors with a Kindergarten Student

Date of Award

Spring 5-10-2024

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Amber Visina

Keywords

Autism, social narratives, social communication

Abstract

The definition of Autism Spectrum disorder in the Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) states it is persistent difficulties and deficits in social communication and social interactions along with restricted, repetitive patterns of behavior, interests, or activities. The deficits have occurred from early childhood across multiple contexts (American Psychiatric Association, 2013). Interventions to address these impairments can take many forms. The purpose of this project was to evaluate the effectiveness of using social narrative to decrease interfering behaviors. The target behaviors included appropriate use of hands and body, appropriate words, and expected behaviors. The use of Social Narratives was implemented daily while the student had access to the narrative throughout the day. The practicum student, classroom teacher, and paraprofessional read the social narrative with the student and modeled appropriate behavior for the student discussed in the social narrative. Data was collected through observations and a daily behavior rating scale completed by his classroom teacher on the target behaviors throughout the school day. Results indicated that the intervention was successful in some areas, but more support was needed for the student in the form of other interventions to improve his social communication skills.

Abstract only: No full text available.

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