Abstract
Recent trends in the frequency of diagnoses and special education referrals for children With autism spectrum disorders necessitate the demand for evidence-based educational practices. Specifically, information related to improving social communication and social behavior domains in classrooms is needed. One method that is increasingly suggested for teaching social skills to children With autism spectrum disorders is the use of Social Stories. Although the rationale behind Social Stories is strong, little research exists examining the effectiveness of Social Story interventions for children With autism spectrum disorders. This article offers a synthesis of the available research regarding Social Stories and their effectiveness for educating children With autism spectrum disorders. In addition, future directions for research and implications for educators are provided.
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