Can Social Stories Enhance the Interpersonal Conflict Resolution Skills of Children with LD?

Autor/inn/en	Kalyva, Efrosini; Agaliotis, Ioannis
Titel	Can Social Stories Enhance the Interpersonal Conflict Resolution Skills of Children with LD?
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 30 (2009) 1, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2008.02.005
Schlagwörter	Experimental Groups; Control Groups; Intervention; Learning Disabilities; Conflict Resolution; Interpersonal Competence; Comparative Analysis; Interpersonal Relationship; Children; Program Effectiveness; Social Influences; Story Telling; Teacher Attitudes; Behavior Change + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Conflict solving; Konfliktlösung; Konfliktregelung; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Child; Kind; Kinder; Sozialer Einfluss; Lehrerverhalten
Abstract	Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a period of 1 month, while the 32 children with LD in the control group did not receive any intervention. The effects of the intervention were systematically examined by means of an interview with the participants, while teachers completed the T-MESSY (Matson, J. L. (1990). "Matson Evaluation of Social Skills With Youngsters: Manual." Worthington, OR: International Diagnostic Systems). All children chose mainly avoidance and hostile strategies before the intervention, but children in the experimental group chose predominantly positive strategies both after the intervention and at follow-up in comparison to control children. Furthermore, children with LD who received the intervention were rated by their teachers as engaging in significantly less inappropriate social behaviors after the intervention and at follow-up in comparison to control children. The recorded changes in the choice of interpersonal conflict resolution strategies and the more positive teacher ratings for the experimental group indicate that social stories constitute a powerful intervention for the enhancement of the social competence of children with LD. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10