Abstract
What effects do social stories have on the interpersonal interactions of preschool children on the Autism Spectrum Disorder (ASD)? This study was conducted with four male preschool students with autism spectrum disorder (ASD) in a 6-1-1 self-contained, special education classroom. The effects of social stories were assessed across two primary domains: (a) ratings on a standardized behavioral rating scale and (b) pupils' overt behavior during baseline and intervention class sessions. Results were mixed for the most part with more positive than negative outcomes noted overall. Implications for future research and practice are provided.
