Effectiveness of Social Stories in Teaching Abduction-Prevention Skills to Children with Autism.

Kurt et al. (2019) tested whether a short Social Story could teach three preschoolers with autism to refuse stranger lures. The team used a multiple-baseline design across kids. Each child heard the story, then met staged strangers who offered candy or asked for help finding a lost dog.

Sessions happened in the center’s lobby and on the playground. Staff measured how often each child said “no,” walked away, and told an adult.

All three children learned to refuse the lures after only a few story readings. They kept the skill one month later with no extra teaching. Parents reported the kids also used “no” with unfamiliar neighbors near home.

Scattone et al. (2002) and Ozdemir (2008) showed Social Stories cut disruptive behavior like chair tipping. Onur moves the tool into safety skills, proving the method works for new targets.

Mortaş Kum et al. (2025) and Celik et al. (2025) reached 100% safety performance with video modeling or Cool-versus-Not-Cool BST. Their flashy tech and large effects do not kill Social Stories; they simply give you faster, richer options if you have the gear and time.

Gayle et al. (2025) added VR headsets and social-communication goals. The VR kids also learned, but the gear costs far more than a printed story. Social Stories remain the low-prep, low-cost entry point.

You can start stranger-safety lessons tomorrow with a single printed story and three data sheets. No cameras, no role-play scripts, no headset. If the child masters the skill, great. If not, you can always layer in the video or BST packages that newer studies offer.