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[TM] intervention. Participants generalized and maintained their behaviors following the end of intervention. Results indicate a large effect size and that Social Stories[TM] might be an effective strategy for increasing on-task behavior for children with impaired language. |
