Decreasing disruptive behaviors of children with autism using social stories.

Scattone et al. (2002) tested social stories with three autistic children. They read the stories in real-life spots like the cafeteria and gym.

The team used a multiple-baseline design. They watched disruptive acts first, then added the stories one child at a time.

Disruptive behavior dropped for every child once the story was in place. Gains held while kids stayed in the same daily routines.

The study says the stories worked because they were short, clear, and shown right where the trouble happened.

Ozdemir (2008) ran almost the same plan and got the same drop in disruptions. This direct match gives you more reason to trust the tool.

Kim et al. (2014) took the idea further. They put the stories on tablets for high-schoolers with intellectual disability and still saw calmer classes. The tech twist keeps the core idea alive for older kids.

Koegel et al. (1992) cut problem behavior too, but they used natural play talk instead of stories. Both papers show you can lower disruption with very different tools, so pick the one that fits your client best.

You already write behavior plans. Add a one-page social story set in the exact spot the trouble starts. Read it aloud or hand it to the student right before that activity. No extra staff, no tokens, just a quick story that tells the child what to do. If it works for three kids in real rooms, it is worth a shot with yours.