Graduation Year


Document Type

Ed. Specalist



Degree Granting Department

Interdisciplinary Education

Major Professor

Kelly A. Powell-Smith, Ph.D.

Committee Member

Jonathan Greenstein, Ph.D.

Committee Member

John Ferron, Ph.D.


autism spectrum disorders, social skills training, communication, peer interaction, visual supports


The purpose of this study was to investigate the effects of individualized social story interventions on the social communication skills of three children with Asperger's Syndrome (AS). Using a multiple baseline across participants desing, three social stories were implemented and direct observations of the participants' identified target behaviors were collected three times per week during unstructured school activities (e.g, recess). Data revealed an increase in the social communication skills of two of the three participants when the treatment was implemented. In addition, maintenance of treatment effects was observed in two participants. These data support recommendations for using social stories to teach social skills to children diagnosed with autism spectrum disorders.