社交溝通為建立關係與滿足生活需求之重要媒介，以語言或非語言 方式達到與他人交換訊息、分享資訊、表達自我想法與需求和理解他人 情緒等目的。其中，提出請求為人類基本技能，學齡前幼兒學習進行對 答以獲取所需。然而，自閉症幼兒因社交溝通上的缺損，導致其在口語 表達上出現阻礙，進而影響自閉症幼兒與他人建立並維持關係。
自閉症幼兒的學習策略包括視覺支持、個別化教學、結構化的教學流程、心智理論教學和增強物的使用。社會故事的原則與理念即結合上述特徵，教導高功能自閉症幼兒社交溝通行為。因此，本研究旨在探討社會故事教學對自閉症幼兒的社交溝通行為成效。
本研究採單一受試研究法之跨受試多探試設計，研究對象為三名 5 -6 歲自閉症幼兒，使用社會故事教學，評估其提出請求之社交溝通行 為。所有流程均在幼兒家中進行，依據研究設計，每位參與者進行每週 三次、每次約兩個小時，共約 3-7 次的觀察，以評估幼兒在教學前的社 交溝通行為;介入期則進行約 10 次的社會故事教學;維持期包含 3 次觀 察，以確定幼兒在社會故事教學後能夠維持其社交溝通成果;而類化期 的數據收集則於基線期、介入期、維持期各收集 1-3 個數據點，以了解 及比較研究對象對於目標行為的類化情況。最後，透過視覺分析和效應 量分析所蒐集到的數據資料，並綜合質性回饋及社會效度分析作為本次 研究之結果，以供給自閉症幼兒之重要他人作為參考。主要結果如下:
一、社會故事教學能立即提升自閉症幼兒之請求行為。
二、社會故事教學對於自閉症幼兒請求行為具正向的維持成效。
三、自閉症幼兒的家長表示幼兒能把請求行為類化至生活情境;且
家長也願意繼續使用社會故事來引導幼兒進行其他社交溝通行為的學習。
針對本研究的結果與限制，對於未來相關研究有四項建議：首先，建議未來研究能在不同場域進行社會故事教學，並用於其他目標行為的學習。其次，建議在類化期的教學中，邀請幼兒之重要他人參與教學，以評估所習得之社交溝通行為的類化程度。最後，建議增加更多的參與者與使用不同研究法，以提升外在效度。此外，本研究亦提出實務教學上的建議，建議實務工作者在編寫社會故事時先構思故事大綱再做下一步的編寫，並在教學中多鼓勵幼兒的正向行為，並與家長保持緊密的聯繫。

Social communication is an important medium for people to build friendships, exchange messages, share information, express their thoughts and needs, and understand the emotions of others verbally or non-verbally. Among them, making request is a basic skill that allows preschoolers to get what they want. However, children with autism often have deficits in social communication, which create barriers of verbal expression to hinder the establishment and maintenance of relationships with their peers.
The learning characteristics of children with autism, including visual support, individualized instruction, structured teaching process, the use of theory of mind, and the use of reinforcers, were combined with the principles and concepts of social stories, which focuses on teaching social communication behaviors to children with high functioning autism.
Therefore, the purpose of this study is to investigate the effects of social stories and social communication behaviors of children with autism. A multiple-probe across participants design was employed to evaluate social stories on requesting skills of three children with autism aged 5-6 years at their home. The experiment was conducted three times per week for three months, totalling approximately 21-29 sessions per child, to collect data on the target behavior across the baseline, intervention, maintenance, and generalization phases. Based on the data analysis, which included visual analysis, effect size calculation, qualitative interviews, and social validity analyses, the results were as follows:
(A) Social stories coule immediately improve the requesting behavior of children with autism.
(B) Social stories had a positive effect on maintaining the requesting behavior of autism.
(C) Parents of children with autism reported that their children were able to generalize social communication behaviors to real-life situations, and they were willing to use social stories to teach their children other social communication behaviors in the future.
Based on the results of this study, there are four recommendations for future research: First, social stories can be taught in a variety of settings and used for other target behaviors. Second, teachers or parents of children with autism can be involved during the generalization phase to ensure the sustainability of the learned social communication behaviors. Finally, more participants and different research methods should be incorporated into the study design to enhance the external validity. In addition, for practitioners using social stories in the field, it is important for them to develop an outline before writing the social stories, and encourage children’s appropriate behaviors, and maintain close contact with parents throughout the teaching process.

王欣宜、林巾凱(2011)：情境安排之同儕介入策略對自閉症幼兒社會技能表現影響之探討。特殊教育季刊，121，1-7。
方以琳、藍瑋琛(2020)：iPad 社會故事介入自閉症幼兒語用能力之探究。特殊教育發展期刊，69，43-54。
幼兒園教保活動課程大綱(2017)：中華民國一百零六年八月一日教育部臺教授國部字第 1050129763E 號令修正發布。
江婉寧(2008)：社會故事的基本概念與應用。屏師特殊教育，16，19- 27。
朱思穎(2016)：功能性溝通訓練提升低功能自閉症幼兒自發性社會溝通 之個案研究。身心障礙研究，14(1)，55-73。
吉婷、陳勇安、佘永吉(2021)：中文化成人聽覺障礙者功能性溝通評量 工具之發展。身心障礙研究，19(1-2)，80-97。
杜正治(2006)：單一受試研究法。臺北：心理出版社。 李淑芬、張正芬、葉啓斌(2017)：心智理論教學提昇自閉症幼兒社會技巧成效之研究。特殊教育季刊，143，1-10。
李京燁、梁瓊美、盧婉青(2016)：社會故事對自閉症學生互動的應用。南屏特殊教育期刊，7，113-124。
吳麗珍、黃惠滿、李浩銑(2014)：方便取樣和立意取樣之比較。護理雜誌，61(3)，105-111。
林雅琪(2014)：幼兒環境轉換困境的家庭保護因子探索。幼兒教育研究，6，53-74。
身心障礙及資賦優異學生鑑定辦法(2013)：中華民國一百零二年九月二日教育部臺教學(四)字第 1020125519B 號令修正發布。
邵允賢(2013)：以社會故事指導自閉症學童行為之教學分享。特教園丁，28(4)，13-20。
林葙葙(2013)：當科技與人文相遇：科技融入幼兒園教學之再思。幼兒教保研究期刊，10，39-68。
林志彥、王欣宜(2013)：社會故事在社會技巧教學實務的省思。特殊教
育叢書，1，11-22。臺中：臺中教育大學特殊教育中心。
林淑莉(2007)：如何幫助使用輔助溝通系統之學生融入融合環境中。特
殊教育季刊，104，1-13。
林佩蓉、陳淑琦(2003)：幼兒教育。新北：國立空中大學。
林朝鳳(1986)：皮亞傑的認知發展理論及其在幼兒教育上的意義。師大學報，31，75-105。
柯香如(2011)：社會故事的應用與探討。台東特教，34，1-6。
侯禎塘、黃郁茗(2008)：自閉症兒童的社會故事教學理念與實務。特殊教育叢書-特殊教育現在與未來，1，1-14。臺中：臺中教育大學特殊教育中心。
洪巧珣(2008)：多元文化教育課程運用於特殊兒童融入普通班之省思與實踐。國教新知，55(4)，80-91。
徐玉琴(2020)：社會故事融入獨生子幼兒社交技巧之個案研究(未出版碩士論文)。銘傳大學。
陳儒晰(2017)：幼兒教師對文化回應教學的教學實踐與專業省思。中華管理發展評論，6(2)，37-57。
陳梅恩(2015)：自編社會性故事對自閉症幼兒社會互動能力之研究(未出版碩士論文)。國立臺中教育大學。
陳淑貞(2013)：結構化教學之探討與自閉症學生案例分享。國小特殊教育，55，72-86。
陳惠茹、簡淑真(2011)：幼兒在社會戲劇遊戲中的互動―以台北市一所公立托兒所幼兒為例。輔仁民生學誌，17(1)，161-178。
陳慧茹(2010)：社會故事教學法之基礎概念與運用。東華特教，43， 30-34。
陳儒晰、黃金花(2007)：幼兒資訊素養的教育社會學分析。臺灣教育社會學研究，7(2)，1-38。
陳淑娟(2004)：社會故事對自閉症幼兒社會互動能力之成效研究(未出版碩士論文)。國立臺東大學。
高欣葦(2021)：社會故事教學策略用於提升自閉症學生社會技巧能力之探究。臺灣教育評論月刊，10(8)，207-211。
孫佩孜、劉明松(2008)：社會故事教學在身心障礙學生教學應用之初探。臺東特教，28，20-24。
張正芬(2020)：特殊教育導論。載於吳武典、林幸台、杜正治、胡心慈、潘裕豐、林淑莉、杞昭安、張蓓莉、劉惠美、佘永吉、洪儷瑜、 王曉嵐、陳心怡、張千惠、邱紹春、張正芬、程國選、郭靜姿、于曉平主編：自閉症(565-601 頁)。臺北：心理出版社。
張正芬(2001)：自閉症兒童不服從行為之研究。特殊教育研究學刊，21，165-187。
張正芬、王華沛、鄒國蘇(2001)：自閉症兒童行為檢核表(學前兒童用)。教育部特殊教育工作小組。
許君翎、陳姵瑱(2014)：學齡期高功能自閉症兒童的心智理論能力表現。The Changhua Journal of Medicine, 12, 24-29.
莫少依、張正芬(2021)：什麼是進步?一個關於輕症自閉症青少年社會互動的現象學研究。中華輔導與諮商學報，61，21-56。
鈕文英、吳裕益(2019)：單一個案研究法:設計與實施。心理出版社。
曾淑賢(2015)：以家庭為中心實施早期介入之困境：從案例敘說談起。特殊教育研究學刊，40(1)，31-54。
黃郁評(2021)：社會故事教學對提升國小自閉症學生人際互動技巧之成效(未出版碩士論文)。國立臺中教育大學。
游翊屏(2021)：學前普通班教師與巡迴輔導教師合作運用社會故事提升自閉症幼兒社會技巧之行動研究(未出版碩士論文)。國立臺北教育大學。
黃美慧、鈕文英(2010)：社會故事對廣泛自閉症者介入成效之分析。特殊教育與復健學報，22，1-23 。
黃金源、賴碧美、謝宛陵、許素真、鄭秀真、李一飛(2008)：自閉症兒童的治療與教育。臺北：心理出版社。
鄭美蕙(2006 年 10 月 15 日)：促進幼兒社交能力之策略探索。網絡社會學通訊期刊。https://www.nhu.edu.tw/~society/e-j/57/57-59.htm
蔡淑玲(2001)：高功能自閉症兒童之心智理論教學。國小特殊教育， 32，54-63。
蕭莉雯(2019)：單一受試研究:特殊教育的實證本位實踐。特殊教育季刊，152，41-50。
蕭蕙蘭(2009)：社會故事教學法對輕度自閉症兒童社會能力影響之研究 (未出版碩士論文)。國立臺北教育大學。
謝翠菊、唐榮昌(2007)：社會故事教學運用在泛自閉症(ASD)學童改善問題行為之探究。屏師特殊教育，14，47-55。
魏惠萱(2007)：社會故事。特殊教育叢書，1，103-112。臺中:臺中教育大學特殊教育中心。
American Psychiatric Association (2014)：精神疾病診斷準則手冊(台灣 精神醫學會譯)。合記圖書出版社。(原著出版於2013)。
Bellini, S. (2013)：教導自閉症及其相關障礙之兒童及青少年建立社會關係及互動技巧(郝佳華、曹純瓊、梁真今、董瑞林譯)。臺北：華騰文化。(原著出版於 2006)。
Gray, C. (2020)：社會性技巧訓練手冊第二版(楊世華，譯)。臺北: 心理出版社。(原著出版於 2015)。

Acar, C., Tekin-Ifar, E., & Yikmis, A. (2017). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
Akgün-Giray, D., & Ergenekon, Y. (2022). Effect of social stories designed and presented by pre-service teachers on social skills acquisition of children with autism. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(1), 109-132.
Ali, H. H., & Fazil, H. (2022). Efficacy of discrete trial training in developing social-communication skills in children with autism. Journal of Behavioral Sciences, 32(1), 251-270.
Ali, S., Mehmood, F., Ayaz, Y., Khan, M.J., Sadia, H., & Nawaz, R. (2020). Comparing the effectiveness of different reinforcement stimuli in a robotic therapy for children with ASD. Institute of Electrical and Electronics Engineers Access, 8, 13128-13137.
Alqahtani, S. M. (2019). Effect of social stories on a preschool child with autism action research (Unpublished doctoral dissertation). Jazan University, 9(32), 1-15.
Almutlaq, H., & Martella, R. C. (2018). Teaching elementary-aged students with autism spectrum disorder to give compliments using a social story delivered through an iPad application. International Journal of Special Education, 33(2), 482-492.
Amutan, K. I. (2014). A review of B. F. Skinner’s reinforcement theory of motivation. International Journal of Research in Education Methodology, 5(3), 680-688.
American Psychiatric Association (2013). Diagnostic and statistical manual mental disorder (5th ed.). Washington, DC: Author.
Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard university.
Barton, E. E., Lawrence, K., & Deurloo, F. (2012). Individualizing interventions for young children with autism in preschool. Journal of Autism and Developmental Disorders,42(6),1205-1217.
Balakrishnan, S., & Alias, A. (2017). Usage of social stories in encouraging social interaction of children with autism spectrum disorder. Journal of ICSAR, 1(2), 91-97.
Banihashemi, S. A. (2011). The role of communication to improve organizational process. European Journal of Humanities and Social Sciences, 1(1), 13-24.
Barnette, J. J., & Wallis, A. B. (2005). The missing treatment design element: Continuity of treatment when multiple postobservations are used in Time-Series and repeated measures study designs. American Journal of Evaluation, 26 (1), 106-123.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind?” Cognition, 21, 37-46.
Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: supporting children and adults with complex communication needs. (5th ed.). Paul H. Brookes Publishing Co., Inc.
Benish, T. M., & Bramlett, R. K. (2011). Using social storiesTM to decrease aggression and increase positive peer interactions in normally developing pre-school children. Educational Psychology in Practice, 27, 1–17.
Bordoff-Gerken, S., & Asaro-Saddler, K. (2021). Using social storiesTM on the IPad to improve classroom behavior for students with autism spectrum disorder: A pilot study. The Journal of Special Education Appenticeship, 10(1), 1-11.
Boşnak, Ö ., & Turhan, C. (2020). Presentation of social stories with tablet computers in social skill instruction for students with autism spectrum disorder. Ilkogretim Online - Elementary Education Online, 19(4), 2161-2170.
Bozkurt, S. S., & Vuran, S. (2014). An analysis of the use of social stories in teaching social skills to children with autism spectrum. Educational Sciences: Theory & Practice, 14(5), 1875-1892.
Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (revised edition). Washington, DC: NAEYC.
Camilleri, L. J., Maras, K., & Brosnan, M. (2022). The impact of using digitally-mediated social stories on the perceived competence and attitudes of parents and practitioners supporting children with autism. Public Library of Science ONE,17(1),1-17.
Campanaro, A. M., Vladescu, J. C., Lodak, T., Debar, R.M., & Nippes, K.C. (2020). Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis. Journal of Behavior analysis, 53(2), 690-706.
Chan P. E., Crosland, K. A., & Fogel, V. A. (2016). Reducing phobic behavior near water and increasing water approach skills. Behavioral Interventionals, 31, 163-179.
Chiang, H. M., & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders, 38(4), 693-705.
Chan, J. M., & O’Reilly, M. F. (2008). A social storiesTM intervention
package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41, 405–409.
Conine, D. E., & Vollmer, T. R. (2019). Relative preferences for edible and leisure stimuli in children with autism. Journal of Applied Behavior Analysis, 52(2), 557-573.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis, 2nd ed. Upper Saddle River, NJ: Pearson Education.
Crozier, S., & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1803-1814.
Cuvo, A. J., Jerch, L. J., Leurquin, D. A., Gaffaney, T. J., & Poppen, R. L. (1998). Response allocation to concurrent fixed-ratio reinforcement schedules with work requirements by adults with mental retardation and typical preschool children. Journal of applied behavior analysis,31, 43-63.
Daneshvar, S. D., Charlop, M. H., & Malmverg, D. B. (2019). A treatment comparison study of a photo activity schedule and Social Stories for teaching social skills to children with Autism Spectrum Disorder: brief report. Developmental neurorehabilitation, 22(3), 209-214.
Dettmer, S., Simpson, R.L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on autism and other developmental disabilities, 15(3), 163-169.
Domanska, L., Wójcik, M., & Eikeseth, S. (2021). Teaching nonvocal children with autism to request for missing items. Behavioral Interventions, 37, 976–992.
Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents: Guidelines for assessment and training procedures. School Psychology International, 12(1-2), 63-83.
Ferguson, E.F., Drapalik, K. N., Liang, J., Hua, K., Feerst, H., Mallory, A. B., & Vernon, T. W. (2021). Social interaction skill intervention for autistic adults with intellectual disability and limited language: A pilot of the skill program. Journal of Autism and Developmental Disorders, 51(5), 1641-1657.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Fuller, E. A., & Kaiser, A. P. (2020). The effects of early intervention on social communication outcomes for children with autism spectrum disorder: a meta-analysis. Journal of Autism and Developmental Disorders, 50(5), 1683-1700.
Gallegos-Guajardo, J., Ruvalcaba-Romero, N. A., Langley, A., & Villegas-Guinea, D. (2015). Selective prevention for anxiety and resilience promotion: outcomes of an anxiety prevention and resilience program with girls at risk. PensandoPsicología, 11(18), 11-23.
Golzari, F., Alamdarloo, G. H., & Moradi, S. (2015). The effect of a social stories intervention on the social skills of male students with autism spectrum disorder. SAGE Journal, 5(4), 1-8.
Gray, C. (2010). The new social storyTM️book. Future Horizons.
Groft-Jones, M., & Block, M. E. (2006). Strategies for teaching children with autism in physical education. Teaching Elementary Physical Education, 17(6), 25-28.
Gray, C. (2000). Writing social stories with Carol Gray. Future Horizons. Griggs-Drane, E. R., & Wheeler, J. J. (1997). The Use of Functional Assessment Procedures and Individualized Schedules in the Treatment of Autism: Recommendations for Music Therapists. Music Therapy Perspectives, 15(2), 87-93.
Grandin, T. (1995). The learning style of people with autism: An autobiography. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (p. 33-52). New York: Delmar.
Gray, C., & Garland, J. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
Gresham, F. M., & Elliot, S. N. (1984). Assessment and classification of children’s social skills: A review of methods and issues. School Psychology Review, 13(3), 292-301.
Harkins, C. M., Handen, B. L., & Mazurek, M. O. (2022). The impact of the comorbidity of ASD and ADHD on social impairment. Journal of Autism and Developmental Disorders, 52(6), 2512-2522.
Hanrahan, R., Smith, E., Johnson, H., Constantin, A., & Brosnan, M. (2020). A pilot randomised control trial of digitally‐mediated social stories for children on the autism spectrum. Journal of Autism and Developmental Disorder, 50(12), 4243-4257.
Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120-126.
Hawkins, R. P., & Fabry, B. D. (1975). Reliability Scores That Delude: An Alice in Wonderland Trip Through the Misleading Characteristics of Inter-Observer Agreement Scores in Interval Recording.
https://eric.ed.gov/?id=ED094277
Herrero, J. F., & Lorenzo, G. (2020). An immersive virtual reality educational intervention on people with autism spectrum disorder (ASD) for the development of communications skills and problem solving. Education and Information Technologies, 25, 1689-1722.
Howley, M. (2015). Outcome of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture? Journal of Research in Special Educational Needs, 15(2), 106-119.
Hodgdon, L. Q. (1995). Solving social behavioral problems through the use of visually supported communication. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 265-286). New York: Delmar.
Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: a variation of the multiple baseline. Journal of applied behavior analysis, 11(1), 189-196.
Hsu, N., Hammond, H., & Ingalls, L. (2012). The effectiveness of culturally based social stories to increase appropriate behaviors of children with developmental delays. International Journal of Special Education, 27, 104– 116.
Kang, V. Y., & Kim, S. (2020). Social storiesTM with self-modeling to teach social play behaviors to korean american children with autism. Journal of Child & Family Behavior Therapy, 42(2), 73-97.
Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social Stories TM to improve social skills in children with autism spectrum disorder: a systematic review. SAGE Publications and The National Autistic Society, 14(6), 641-662.
Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorder, 21(1), 21-35.
Khantreejitranon, A. (2018). Using a social story intervention to decrease inappropriate behavior of preschool children with autism. Kasetsart Journal of Social Science, 39, 90-97.
Koegel, L. K., Glugatch, L. B., Koegel, R. L., & Castellon, F. A. (2019). Targeting IEP social goals for children with autism in an inclusive summer camp. Journal of Autism and Developmental Disorders, 49(6), 2426-2436.
Koorland, M. A., & Westling, D. L. (1981). An applied bahavior analysis research primer for behavioural change personnel. Behavior Disorder, 6(3), 164-175.
Kruppa, J. A., Gossen, A., Weiß, E. O., Kohls, G., Großheinrich, N., Cholemkery, H., Freitag, D.M., Karges, W., Wölfle, E., Sinzig, J., Fink, G. R., Herpertz-Dahlmann, B., Konrad, K., & Schulte-Rüther, M. (2019). Neural modulation of social reinforcement learning by intranasal oxytocin in male adults with high-functioning autism spectrum disorder a randomized trial. Meuropsychopharmacology, 44(4), 749-756.
Kurt, O., & Kutlu, M. (2019). Effectiveness of social stories in teaching abduction‐prevention skills to children with autism. Journal of Autism and Developmental Disorders, 49(9), 3807-3818.
Lanovaz, M. J., & Turgeon, S. (2020). How many tiers do we need? Type I errors and power in multiple baseline desogns. Perspectives on Behavior Science, 43, 605-616.
Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3-4), 445–463.
Levy, J., & Dunsmuir, S. (2022). Lego Therapy: Building social skills for adolescents with an autism spectrum disorder. Education and Child Psychology, 37(1),58-83.
Ledford, J. R., Lane, J. D., & Severini, K. E. (2017). Systematic use of visual analysis for assessing outcomes in single case design studies. Brain Impairment, 19(1), 4-17.
Leaf, J. B., Oppenheim-Leaf, M. L., Call, N.A., Sheldon, J. B., & Sherman, J.A. (2012). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45(2), 281-298.
Light, J., & Mcnaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1-18.
Marocchini, E., Paola, S. D., Mazzaggio, G., & Domaneschi, F. (2021). Understanding indirect requests for information in high‐functioning autism. Cognitive Processing, 23(1), 129-153.
MacNaul, H. L., & Neely, L. C. (2018). Systematic review of differential reinforcement of alternative behavior without extinction for individuals with autism. Behavior Modification, 42(3), 398-421.
Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 28-35.
Michalek, A. M. P., Phalen, L., Bobzien, J. L., Chen, C.H., Urbano, M., Hartmann, K., Okwara, L., Gorrepati, P., Deutsch, S., & Williams, T. (2021). Using a STEM activity to improve social communication interactions in autism spectrum disorder. Preventing Social Failure: Alternative Education for Children and Youth, 65(1), 38-47.
Morris, S. L., & Vollmer, T. R. (2020). Evaluating the stability, validity, and utility of hierarchies produced by the social interaction preference assessment. Journal of Applied Behavior Analysis, 53(1), 522-535.
Mody, M., & Belliveau, J.W. (2013). Speech and language impairments in autism: Insights from behavior and neuroimaging. North American Journal of Medicine and Science, 5(3), 157-161.
Nair, P. J., & Gorthi, G. V.N. (2022). Adaptive behaviour profiles in young children with autism spectrum disorder. Indian Journal of Positive Psychology, 13(1), 6-13.
Olçay, S., Kıyak, Ü . E., & Toper, Ö . (2020). Is social storyTM an evidence-based practice? a meta-analysis and comprehensive descriptive analysis study. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(2), 431-450.
Ozdemir, S., Fakultesi, G. E., & Bolumu, O. E. (2008). Using multimedia social stories to increase apricate social engagement in young children with autism. The Turkish Online Journal of Education Technology, 7(3), 80-88. Parker, R.I., Vannest, K.J., Davis, J.L., Sauber, S.B. (2011). Combining non- overlap and trend for single case research: Tau-U.Behavior Therapy. 42, 284-299.
Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40, 357-367.
Piaget, J. (1952). The origins of intelligence in children. New York, NY: W.W.
Norton & Co. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioural and Brain Sciences,4, 515-526.
Quill, K. A. (1995). Enhancing children’s social-communicative interactions. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (p. 163-189). New York: Delmar.
Radley, K. C., O’Handley, R. D., Battaglia, A. A., Lum, J. D. K., Dadakhodjaeva, K., Ford, W. B., & McHugh, M. B. (2017). Effects of a social skills intervention on children with autism spectrum disorder and peers with shared deficits. Education and Treatement of Children, 40(2), 233-262.
Rispoli, M., Lang, R., Neely, L., Camargo, S., Hutchins, N., Davenport, K., & Goodwyn, F. (2013). A comparison of within – and across-activity choices for reducing challenging behavior in children with autism spectrum disorders. Journal of Behavioral Education, 22, 66-83.
Robertson, R. (2016). Effectiveness and acceptability of parent-implemented behavior interventions for children with autism in three african american families. Education and Training in Autism and Developmental Disabilitites, 51(2), 107-121.
Roth, F. P., & Davidge, N. S. (1985). Are early verbal communicative intentions universal? A preliminary investigation. Journal of Psycholinguistic Research, 14(4), 351-363.
Ruble, L., McGrew, J., Dale, B., & Yee, M. (2022). Goal attainment scaling an idiographic measure sensitive to parent and teacher report of IEP goal outcome assessment for students with ASD. Journal of Autism and Developmental Disorders, 52(8), 3344-3352.
Sani-Bozkurt, S., Vuran, S., & Akbulut, Y. (2017). Design and use of interactive social stories for children with autism spectrum disorder (ASD). Contemporary Educational Technology, 8(1), 1-25.
Schneider, N., & Goldstein, H. (2010). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12(3), 149–160.
Shminan, A. S., Choi, L. J., & Sharif, S. (2020). AutiTEACCH: mobile-based learning in a structured teaching approach for autism children caregivers. International Conference on Informatics, Multimedia, Cyber and Information System, 259-264.
Silva, M. C. D., Arantes, A., & Elias, N. C. (2020). Use of social stories in classroom to children with autism. Psicologia em Estudo, 25, 1-15.
Single case research (2011) Tau-U calculator. http://singlecaseresearch.org/calculators/tau-u
Slade, N., Eisenhower, A., Carter, A. S., & Blacher, J. (2018). Satisfaction with individualized education program among parents of young children with ASD. Exceptional Children, 84(3), 242-260.
Smith, E., Constantin, A., Johnson, H., & Brosnan, M. (2020). Digitally-mediated social stories support children on the autism spectrum adapting to a change in a ‘real-world’ context. Journal of Autism and Developmental Disorders, 51(2), 514–526.
Smith, C. (2001). Using social stories to enhance behavior in children with autistic spectrum difficulties. Educational Psychology in Practice, 17(4), 337-345.
Smith, S. W., Slattery, W. J., & Knopp, T. Y. (1993). Beyond the mandate: Developingindividualized education programs that work for students with autism. Focus on autistic behavior, 8(3), 1-15.
Suprihatin,S., & Tarjiah, I. (2019). Evaluating the outcome of structured teaching intervention for children with autism. Social Science, Education and Humanities Research, 382, 286-289.
Talman, L., Wilder, J., Stier, J., & Gustafsson, C. (2019). Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 32(1), 143–151.
Tawney, J. W., & Gast, D. L. (1984). Single-subject research in special education. Columbus, OH: Merrill.
Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling: A Typology with Examples. Journal of Mixed Methods Research, 1, 77-100.
Thiemann, K. S., & Goldstein H.(2001). Socials stories, written text cues, and video feedback: effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34(4), 425-446.
Wahman, C. L., Pustejovsky K. E., Ostrosky M. M., & Santos R. M. (2022). Examining the effects of social storyTM on challenging behavior and prosocial skills in young children: A systematic review and meta-analysis. Topics in Early Childhood Special Education, 41(4), 267-279.
What Works Clearinghouse. (2020). Procedures and Standards Handbook, Version 5.0. National Certer for Education Evaluation at IES.
Winn, B. D., Skinner, C. H., Allin, J. D., & Hawkins, J. A. (2004) Practicing school consultants can empirically validate interventions. Journal of Applied School Psychology, 20, 109-128.
Wu, M., Di, Y., Diao, Z., Tao, L., Qian, Z., Wei, C., Zheng, Q., Lui, Y., Han, J., Lui, Z., Fan, J., Tian, Y., & Ren, W. (2020). Abnormal reinforcement learning in a mice model of autism induced by prenatal exposure to valproic acid. Behavioral Brain Research, 395, 1-8.
Wolfe, K., Kunnavatana, S. S., & Shoemaker, A. M. (2018). An investigation of a video-based preference assessment of social interactions. Behavior Modification, 42(5), 729-746.
Wright, E. (2017). The effects of social stories on negative behaviors in social settings and situations. Goucher College.