Enhancing the conversation skills of a boy with Asperger's Disorder through Social Stories and video modeling.

One boy with Asperger’s Disorder watched short Social Stories on video. The clips showed peers using three conversation skills: greeting, asking a question, and answering.

The team filmed the boy in real chats. They tracked each skill across days. When one skill rose, they moved to the next.

Two of the three skills went up. The boy greeted and asked questions more often. He also used the skills with new people.

The third skill, giving answers, stayed flat. The team saw no extra practice outside the sessions.

Leaf et al. (2012) and Kassardjian et al. (2014) ran head-to-head tests. They paired Social Stories against Teaching Interaction Procedure (TIP). TIP won every time. Kids mastered 18 skills with TIP but only 4 with stories.

The clash looks sharp, yet the methods differ. Scattone (2008) added video models to the story. The later studies used plain printed stories plus simple praise. Video modeling may give the extra punch that paper stories lack.

Grindle et al. (2012) also used video Social Stories. Their middle-schoolers stayed on task better. The positive fit hints that the video piece, not the story alone, drives the gain.

If you want conversation gains, film peers doing the exact turn you need. Show the clip before practice. Keep the clip short and the language literal. Pair it with real chat chances right after. Drop the video once the skill holds.