THE EFFECTS OF VERBAL AND MUSICAL SOCIAL STORIES ON CLASSROOM BEHAVIOR IN CHILDREN WITH AUTISM
Issue Date
2011-04-14Author
Iliff, Janet Mary
Publisher
University of Kansas
Format
36 pages
Type
Thesis
Degree Level
M.S.Ed.
Discipline
Special Education
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
One of the defining characteristics of children with autism is difficulty with social behavior. Most of the environments of a child's daily life, and especially the school setting, require appropriate social skills. Numerous studies have shown that social stories are an effective method of teaching appropriate behaviors to children with autism and increasing these behaviors in a variety of settings. Several studies have also shown that children with autism show a preference for musical versus verbal stimuli. This study explores the effects of using social stories set to music on the classroom behavior of two elementary age children with severe autism. A single subject design was used to measure the effectiveness of three treatment conditions: a no treatment control condition, traditional verbal social stories, and social stories set to a familiar tune. Results for the first participant were assessed on a percentage of audible attempts to communicate. Results for the second student were assessed on the frequency of out-of-seat behavior. The results showed the verbal social story to be a moderately effective intervention, while the musical story did not prove to be effective.
Collections
- Education Dissertations and Theses [1065]
- Theses [3906]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.