Using Social Stories to Change Problematic Lunchtime Behaviour in School

Abstract

This study used an ABAB design to investigate the effectiveness of social stories as an intervention with five school children who were experiencing difficulties at school lunchtime related to independently entering the dining hall. Measurements of general behaviour using the Conners’ Teacher Rating Scale‐Revised (CTRS‐R:L): Long Version and social cognition were also taken. The results showed an increase in targeted behaviour when social stories were used for three of the five children. The profile of results from the CTRS‐R and social cognitive tasks indicated that social stories were an effective intervention for children who had poor social skills and difficulties understanding the perspective of others.