Abstract
On-task behaviors are examined for three elementary-aged children who had impaired language and challenging behaviors that compromised their classroom participation and inclusion. A multiple-baseline design across participants was used. Each participant showed improvements in on-task behavior following Social Story™ intervention. Participants generalized and maintained their behaviors following the end of intervention. Results indicate a large effect size and that Social Stories™ might be an effective strategy for increasing on-task behavior for children with impaired language.
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