The Effects of Social Narratives on Kindergarten Students with Off-Task and Problem Behaviors

Abstract

Positive Behavior Support Systems (PBIS) has gained acknowledgment and has been utilized in schools across the United State. The intention of PBIS is to help support students with recurring behaviors that interfere with their education. Some PBIS supports target and are utilized with specific students. This study examines the effectiveness of the use of social narratives with kindergarten age students. Social narratives are a PBIS strategy typically utilized for students with Autism Spectrum Disorder (ASD).