College of Education, Lehigh University, Bethlehem, PA 18015, USA.
J Autism Dev Disord. 2010 Jul;40(7):812-26. doi: 10.1007/s10803-009-0931-0.
A meta-analysis of single-subject research was conducted, examining the use of Social Stories and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants' age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored.
进行了一项单案例研究的荟萃分析，考察了社会故事的使用以及一整套调节变量（干预和参与者特征）对干预结果的影响。虽然社会故事的整体效果较低或存在疑问，但在解决不当行为时比教授社交技能时更有效。当在普通教育环境中使用并由目标儿童作为自己的干预代理人时，社会故事似乎也与改善结果相关。还探讨了其他感兴趣的变量的作用，例如参与者的年龄、诊断和技能发展、社会故事的格式、干预的长度以及评估的使用（例如，理解检查）。
