The examination of social stories effectiveness for social skill instruction with autism

The aim of this research is to introduce yourself, to ask for aid or information and to be gained skills of participation to ongoing activities for a student who has got characteristics of autism in preschool mainstreaming inclusive programme through social stories. In research, multiple probe model with probe condition among behaviors which is one of single subject methods is used. For intended to teach introducing yourself, asking for aid or information and participating in ongoing activities for social skills, social stories are written separately, appropriate pictures for each stor yare prepared for visualization of these stories. It is studied with student at two different environment five days a week. At individual study room in special education school which is first study environment, social stories are read to student and prepared questions for stor yare asked and answered. After social stories are studied, it is observed whether social skills which are intended to teach through social stories are occured or not in preschool mainstreaming inclusive classroom which is second study environment. After criterion is covered for teaching of intended social skills, withdrawal sessions of stories are made. After the withdrawal sessions, two weeks are paused and observation data is collected. At the end of the study, effectiveness of social skill instruction through social stories and the permanence of skills taught in observation data are determined.