Use this URL to cite or link to this record in EThOS:
Title: Using mixed methods of analysis to explain the impact of a Social StoriesTM intervention for children with autism spectrum disorders in a mainstream primary school
Author: Styles, Adam
ISNI:       0000 0004 2679 6203
Awarding Body: The University of Essex
Current Institution: University of Essex
Date of Award: 2009
Availability of Full Text:
Access from EThOS:
This study used sequential mixed methods of analysis to investigate whether a Social StoriesTM intervention was effective in improving the lining up behaviour of children \vith ASDs at the end of playground periods in their mainstream primary school, and to explain why the Social StoriesT we:e, or were not, effective in this particular setting. Unique Social StoriesT were written for 6 participants (age range 7-11) and administered daily by classroom assistants, trained by the researcher. Covert video observation data ~vas collected on three occasions during baseline, intervention and maintenance phases. An interval recording structure was applied to the video material through Transana software. Quantitative data generated in this way revealed no significant changes in participant behaviour across phases. Although rates of treatment integrity were variable, these were not found to b~ correlated with the effects of the Social StoriesT. A Grounded Theory analysis was completed with the aid of MaxQDA software after a purposive sample of video material was transcribed. An overall storyline 'adult attitudes and behaviour shape children's behaviour' emerged, which conceptualised the lining up routine in terms of an interaction between children and adults at the point of transition from child to adult directed activities. The results suggest that the characteristics of social contexts, in which Social StoriesTl\! are applied, have a direct bearing on the effectiveness of the intervention. Specifically, it appears that the effectiveness of Social StoriesT is reduced in larger unstructured social settings where behavioural regulations are less explicit. Implications for practitioners are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: D.Ch.Ed.Psy Qualification Level: Doctoral
EThOS ID:  DOI: Not available