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Sosyal Öykü Bilimsel-Dayanaklı Bir Uygulama mıdır? Bir Meta-Analiz ve Kapsamlı Betimsel Analiz Çalışması

Year 2022, Volume: 23 Issue: 2, 431 - 458, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.766765

Abstract

Giriş: Sosyal öykülerin bilimsel dayanağına ilişkin tartışmalar devam etmektedir ve alanyazında gerçekleştirilmiş olan meta-analiz çalışmaları sosyal öykülerin bilimsel dayanağının henüz oluşmadığını göstermektedir.
Yöntem: Bu çalışmada hem uygun davranışların artırılmasında hem de uygun olmayan davranışların azaltılmasında sosyal öykülerin kullanıldığı Haziran 2020 tarihine kadar yayımlanmış araştırmalar değerlendirilerek betimsel ve meta-analiz gerçekleştirilmiştir. Değerlendirmeler sonucunda, tek-denekli araştırma metodolojisiyle tasarlanmış, uluslararası hakemli dergilerde yayımlanmış ve tek-denekli araştırmalar için belirlenmiş olan niteliksel göstergeleri karşılayan yedi çalışmaya ulaşılmıştır. Ardından, bu yedi çalışmanın ‘İyileşme Oran Farkı (İOF [Improvement Rate Difference-IRD])’ tekniği kullanarak etki büyüklükleri hesaplanmıştır.
Bulgular: Çalışma sonuçları, analiz edilen araştırmaların etki büyüklüklerinin yüksek olduğunu ve sosyal öykülerin 5-3-20 kuralını karşıladığını göstermektedir. Ayrıca, çalışma sonuçları sosyal öykülerin genellikle uygun davranışların arttırılmasında kullanıldığını göstermektedir. Bununla birlikte çalışmada, katılımcıların büyük çoğunluğunun otizm spektrum bozukluğu tanısına sahip olduğu ve ilkokul çağındaki bireyler olduğu bulgularına ulaşılmıştır.
Tartışma: Bu çalışma, sosyal öyküleri bilimsel-dayanaklı uygulamalar arasında olduğunu göstermektedir. Bununla birlikte, sosyal öykülerin farklı gelişimsel yetersizliklere sahip, farklı yaş gruplarındaki bireylerle etkililiğin sınanması gerekmektedir. Ayrıca, sosyal öykülerin bilimsel-dayanaklı olma ölçütlerini karşılamış olsa dahi halen konuya ilişkin nitelikli araştırma gereksinimi devam etmektedir.

References

  • Acar, C., Tekin-Iftar, 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. doi:10.1177/0022466916649164
  • *Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87-94.,
  • Agosta, E., Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2004). Teacher—researcher partnerships to improve social behavior through Social Stories. Intervention in School and Clinic, 39(5), 276-287.
  • Agran, M., Spooner, F. & Singer, G. H. (2017). Evidence-based practices: The complexities of implementation. Research and Practice for Persons with Severe Disabilities, 42(1), 3-7. doi: 10.1177/1540796916685050
  • Ali, S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22(4), 355-377.
  • *Beh-Pajooh, A., Ahmadi, A., Shokoohi-Yekta, M., & Asgary, A. (2011). The effect of social stories on reduction of challenging behaviours in autistic children. Procedia-Social and Behavioral Sciences, 15(1), 351-355.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106. doi:10.1177%2F10883576070220020101
  • *Bledsoe, R., Smith, B., & Simpson, R. L. (2003). Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7(3), 289-295. doi: 10.1177%2F1362361303007003005
  • Burke, R. V., Kuhn, B. R., & Peterson, J. L. (2004). Brief report: A “storybook” ending to children's bedtime problems—The use of a rewarding social story to reduce bedtime resistance and frequent night waking. Journal of pediatric psychology, 29(5), 389-396.
  • Cook, B. G., Lloyd, J. W., Mellor, D., Nosek, B. A., & Therrien, W. J. (2018). Promoting open science to increase the trustworthiness of evidence in special education. Exceptional Children, 85(1), 104-118. doi:10.1177%2F0014402918793138
  • *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. doi: 10.1007/s10803-006-0315-7
  • **Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8(1), 29-42. doi:10.1177%2F10983007060080010501

Is Social Story™ an Evidence-Based Practice? A Meta-Analysis and Comprehensive Descriptive Analysis Study

Year 2022, Volume: 23 Issue: 2, 431 - 458, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.766765

Abstract

Introduction: Debates about the evidence-base for social stories™ (SSs) have been ongoing and meta-analysis studies show that SSs are not an evidence-based practice.
Method: We conducted a descriptive and meta-analysis research by evaluating studies in which SSs were used both to increase appropriate behaviors and decrease inappropriate behaviors published until June 2020. We reviewed seven studies, which used single-case designs and published in internationally peer-reviewed journals and also met criteria for quality indicators for single-subject designs. We calculated the effect sizes of these seven studies by using the improvement rate difference (IRD).
Findings: The results of our study show that the effect sizes of the included studies are large and SSs meet 5-3-20 rule by scarcely. The findings of our study also demonstrate that dependent variables of research examined the effectiveness of social story were increasing appropriate behaviors. Moreover, the overwhelming majority of the participants of the research were primary school age children and had autism spectrum disorders diagnosis.
Discussion: Our study demonstrate that social story is an evidence-based practice. However, future research is required to examine the effectiveness of social story on individuals with different developmental disabilites, in different age groups. Besides, there is still a need for qualified research to strengthen the evidence-base of SSs.

References

  • Acar, C., Tekin-Iftar, 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. doi:10.1177/0022466916649164
  • *Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87-94.,
  • Agosta, E., Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2004). Teacher—researcher partnerships to improve social behavior through Social Stories. Intervention in School and Clinic, 39(5), 276-287.
  • Agran, M., Spooner, F. & Singer, G. H. (2017). Evidence-based practices: The complexities of implementation. Research and Practice for Persons with Severe Disabilities, 42(1), 3-7. doi: 10.1177/1540796916685050
  • Ali, S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22(4), 355-377.
  • *Beh-Pajooh, A., Ahmadi, A., Shokoohi-Yekta, M., & Asgary, A. (2011). The effect of social stories on reduction of challenging behaviours in autistic children. Procedia-Social and Behavioral Sciences, 15(1), 351-355.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106. doi:10.1177%2F10883576070220020101
  • *Bledsoe, R., Smith, B., & Simpson, R. L. (2003). Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7(3), 289-295. doi: 10.1177%2F1362361303007003005
  • Burke, R. V., Kuhn, B. R., & Peterson, J. L. (2004). Brief report: A “storybook” ending to children's bedtime problems—The use of a rewarding social story to reduce bedtime resistance and frequent night waking. Journal of pediatric psychology, 29(5), 389-396.
  • Cook, B. G., Lloyd, J. W., Mellor, D., Nosek, B. A., & Therrien, W. J. (2018). Promoting open science to increase the trustworthiness of evidence in special education. Exceptional Children, 85(1), 104-118. doi:10.1177%2F0014402918793138
  • *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. doi: 10.1007/s10803-006-0315-7
  • **Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8(1), 29-42. doi:10.1177%2F10983007060080010501
There are 12 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Seray Olçay 0000-0002-5007-7466

Üzeyir Emre Kıyak 0000-0002-2681-9407

Özlem Toper Korkmaz 0000-0002-0243-4844

Publication Date June 1, 2022
Published in Issue Year 2022 Volume: 23 Issue: 2

Cite

APA Olçay, S., Kıyak, Ü. E., & Toper Korkmaz, Ö. (2022). Is Social Story™ an Evidence-Based Practice? A Meta-Analysis and Comprehensive Descriptive Analysis Study. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 431-458. https://doi.org/10.21565/ozelegitimdergisi.766765

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