Effects of social stories on conversational competence of students with intellectual disabilities

This study investigated the effectiveness of a social story intervention on the conversational competence of students with intellectual disabilities. Three middle school\ud students were taught to initiate conversations with non-disabled peers in social settings\ud through the use of an individualized social story that contained a series of behaviors. The\ud study used a multiple baseline design across three participants. For two of the three participants, the social story intervention led to increased conversational initiations with\ud non-disabled peers in a lunchtime social setting. The study also included a social validity\ud component that assessed the social relevance of the intervention to the participants???\ud parents and special education case managers