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ERIC Number: ED519038
Record Type: Non-Journal
Publication Date: 2010
Pages: 214
Abstractor: As Provided
ISBN: ISBN-978-1-1241-0601-4
Effects of Social Story Interventions on Preschool Age Children with and without Disabilities
More, Cori Michelle
ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas
More children are receiving care outside of their home under the age of six (, 2007). The quality of these programs has a direct impact on student's readiness for school (Burchinal, Roberts, Nabors, & Bryant, 1996). Social readiness is the foundation for school readiness and academic achievement (Blair, 2002; Brigman, Lane, Lane, Lawrence, & Switzer, 1999; Raver, 2004). Acquisition of social skills plays a key role in preschool age children's readiness for school, thus interventions that teach young children social skills are of importance. The purpose of this study was to examine the effects of Social Story interventions on preschool age children with and without disabilities. In this study, a Social Story-Only intervention was examined along with a Social Story-Plus Practice Session intervention to determine if Social Stories were an effective intervention for preschool- age children with and without disabilities. The study examined teachers' perceptions of the interventions using the "Teacher Impression Scale" (Odom & McConnell, 1997) as well as student interactions using the "Social Interaction Observation System" (Kreimeyer, Antia, Coyner, Eldredge, & Gupta, 1991). The study took place in a public preschool/learning center. Observations of student play were video recorded during play activities including blocks, housekeeping, table toys and dramatic play. The Social Story interventions were conducted over a five week period, with additional data collected at pre-intervention and maintenance periods. The data were analyzed using a mixed model ANOVA. Based on the results of the data analysis, there was no statistically significant change in teacher perception over the course of the intervention as a result of the Social Story intervention. There was no statistically significant change in the acquisition of social skills by the participants over the course of the intervention as a result of the Social Story intervention. These results should be utilized cautiously as there were additional factors that may have impacted the results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A