Higgins, Kyle

This study compared the effects of a social story-only intervention with the effects of a social story-plus practices session intervention as implemented with preschool age children with disabilities (n = 16) and without disabilities (n = 16) in an inclusive preschool setting. The social story interventions were implemented with groups of four children in order to examine the impact of the intervention on the children's prosocial and antisocial skills. The findings of the study differ from previous research in that the social story interventions were not found to be an effective intervention. The significance of these findings, limitations of the study, and future research suggestions are discussed.