CADRE CAPSTONE PROJECT
How Was it Implemented?
The first week of the intervention I collected baseline data. I identified times students use inappropriate topics of conversation, the percentage of accepting no as an answer, how they lose graciously, and finally how they are currently ending questions. Once baseline was collected and times were identified, I began implementing a new social skill every two weeks. I will introduce the Social Story first in small groups of 2 or 3 students.  Once I feel students are understanding the story, I moved onto role playing in the small groups. Finally, when I see the students have mastered the role playing, I video taped them in action and individually have them review and self evaluate their process with the social skills. This process was repeated with 4 social skills every two weeks.
When Was it Implemented?
Social Stories were implemented in 15-20 minute block daily during the week. Most weeks consist of teaching the skill on Monday and reviewing the social skill. The following days consisted of role playing, video taping, and self evaluating.
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What Was Implemented?
The intervention of Social Stories was implemented into the intermediate Behavior Supports Program. A Social Story is a narrative used to teach individuals with social skill deficits positive social outcomes. These are designed as short stories that outline the steps to a specific social skill. All 6 students were given the intervention to increase the number of positive interactions with both peers and adults in all social settings during the school day. Social Stories are a narrative with pictures that step by step teach a student various social skills. These skills will include accepting no, appropriate topics of conversation, ending a conversation, losing graciously, expressing frustrations appropriately, and many more.
Why Was it Implemented?
The strategy of Social Stories was chosen because the research shows this is an effective intervention for students who have Autism Spectrum Disorder as well as students who have social deficits. All my students are verified special education and are required to have additional social skills training within the program they are enrolled in. The intervention will go step by step through the intervention and give the students ample practice time to master the skill and understand the context of the skill. I specifically chose four different social skills that I will implement with the students due to the lack of acquisition of these skills and they are impeding on their learning in the classroom.