Quirmbach Linda M, Lincoln Alan J, Feinberg-Gizzo Monica J, Ingersoll Brooke R, Andrews Siri M
California School of Professional Psychology, Alliant International University, San Diego, CA, USA.
J Autism Dev Disord. 2009 Feb;39(2):299-321. doi: 10.1007/s10803-008-0628-9. Epub 2008 Aug 13.
An increasing body of literature has indicated that social stories are an effective way to teach individuals diagnosed with autism appropriate social behavior. This study compared two formats of a social story targeting the improvement of social skills during game play using a pretest posttest repeated measures randomized control group design. A total of 45 children diagnosed with Autism Spectrum Disorder (ASD) ages 7-14 were randomly assigned to standard, directive, or control story conditions. Results demonstrated that the standard and directive story formats were equally as effective in eliciting, generalizing and maintaining the targeted social skills in participants who had prior game play experience and Verbal Comprehension Index (VCI) scores from the WISC-IV intelligence test in the borderline range or above.
越来越多的文献表明，社会故事是教导被诊断患有自闭症的个体适当社交行为的有效方法。本研究采用前测后测重复测量随机对照组设计，比较了两种针对在游戏过程中提高社交技能的社会故事形式。共有45名年龄在7至14岁之间被诊断患有自闭症谱系障碍（ASD）的儿童被随机分配到标准故事组、指导故事组或对照组。结果表明，对于那些有先前游戏经验且韦氏儿童智力量表第四版（WISC-IV）智力测试中的言语理解指数（VCI）分数处于临界范围或以上的参与者，标准故事形式和指导故事形式在引发、推广和维持目标社交技能方面同样有效。
