International Journal Special Education

Percent Correct (as of TA) .Percent Correct (as of TA) .Percent Correct (as of TA) .INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011Grant: Place Setting (Contextual Social Story)1008060402001 2 3 4 5 6 7 8 9Sessions (Daily)Trials to Criterion = 2 / PlateauBaselineInterventionJimmy: Place Setting (Directive Social Story)1008060402001 2 3 4 5 6 7 8 9 10 11Sessions (Daily)Trials to Criterion = 3Bruce: Place Setting (Contextual Social Story)100806040Trials to Criterion = 1 / Plateau2001 2 3 4 5 6 7 8 9 10 11Sessions (Daily)______________________________________________________________________Note. a Plateau is defined here as stable performance maintained over several sessions at a given level and not changing any moreover the course of intervention for a given participant.Figure 1. Performance Graphs of Social Story InterventionsGeneralization data.Response generalization data were collected on the placement of the napkin (not included in the SocialStories but given to participants with the other utensils for setting the table). In addition, questions askedby the participants about napkin placement were noted. Figure 2 presents the placement codes andquestions asked by participants. Similarly to the variables charted in Figure 1, performance did not showevidence of participants within the matched pairs copying each others’ behavior, neither in baseline norin intervention phases.None of the six participants demonstrated consistent napkin placement during baseline. Duringintervention, all three directive Social Story readers (Matthew, Chris, Jimmy) had variability in thenapkin placement. All three contextual Social Story readers (Jonathan, Grant, Bruce) showed stable andconsistent patterns of napkin placement during all intervention sessions. Bruce (a contextual Social Story69