Personalization of social narratives for students with Autism Spectrum Disorder: Brief experimental analysis

Abstract

Individuals with ASD display deficits in social interaction and communication across multiple contexts, making social communication a primary intervention target in school and community-based settings. Social narratives (SN) are designed to be implemented easily and flexibly by numerous caregivers and interventionists, provided that correct training is given. However, research findings regarding the efficacy of SN have been mixed. Much previous research has used generic forms of SN, in which pictures are not individualized to the child and the setting in which change is desired. In addition, the presumed mechanism of change in most social narrative research has been that narratives are skill-building, thus resulting in long-term and persistent effects. However, little research has supported or examined that assumption. The present study examined the efficacy of SN presented via various delivery methods, including written narratives with generic pictures, written narratives with personalized pictures, and written narratives with personalized pictures plus role play. Brief experimental analysis followed by extended analysis facilitated an examination of whether SN resulted in rapid generalization, or may function more similarly to antecedent interventions, such as prompts. Findings with three children with ASD whose special education teacher implemented SN indicate that some degree of personalization is more effective than generic presentation of SN. While SN appeared to sometimes produce generalizable gains, such effects were neither immediate nor as strong as when SN was used immediately prior to observation. Implications and future directions are discussed.