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dc.contributor.authorLogsdon, Roberta J.
dc.date.accessioned2013-01-04T16:39:22Z
dc.date.accessioned2020-06-22T14:29:38Z
dc.date.available2013-01-04T16:39:22Z
dc.date.available2020-06-22T14:29:38Z
dc.date.issued04/01/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/444
dc.description.abstractWhat effects do social stories have on the interpersonal interactions of preschool children on the Autism Spectrum Disorder (ASD)? This study was conducted with four male preschool students with autism spectrum disorder (ASD) in a 6-1-1 self-contained, special education classroom. The effects of social stories were assessed across two primary domains: (a) ratings on a standardized behavioral rating scale and (b) pupils' overt behavior during baseline and intervention class sessions. Results were mixed for the most part with more positive than negative outcomes noted overall. Implications for future research and practice are provided.en_US
dc.language.isoen_USen_US
dc.subjectInclusive education.en_US
dc.subjectAutism in children.en_US
dc.subjectInterpersonal relations in children.en_US
dc.subjectNarrative therapy.en_US
dc.subjectAsperger's syndrome in children.en_US
dc.titleThe effects of social stories on the communicative competence of four pre-school students on the autism spectrum disorder.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:38Z
dc.description.institutionSUNY at Fredonia


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