LBBI Intervention Project 2
Social Narrative: Brushing Teeth
After you eat you need to brush your teeth in the bathroom sink.
Turn on the water and get your toothbrush wet.
Put a small amount of toothpaste on your toothbrush.
Get your toothbrush timer and flip it over and brush
your teeth until there is no sand in the top.
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Brush the front and back of each tooth and where your teeth meet your
gums.
Do not swallow the toothpaste. Spit it in the sink or you might get
a tummy ache.
Rinse the toothbrush under the water then put it away.
Wipe off your face with a towel.
You did it! You have clean teeth and good breath.
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Intervention of Social Stories:
Carol Gray developed social stories in 1990 as a means of assisting autistic children with
exchanging information that is personalized and illustrated. Social Stories™ is an effective
intervention strategy in addressing the social, communication, and behavioral functioning of
children and adolescents with ASD; Social Stories™ presents social concepts and rules to
children in the form of a brief story, which may be used to teach a number of social and
behavioral concepts, such as initiating interactions, making transitions, playing a game, and
going on a field trip (Boutot, 2017).
My story I created would benefit a child with autism spectrum disorder or even a young
child who wants to learn to brush their teeth. For this assignment I sort of used my young autistic
son as the guinea pig, so to speak. He requires detailed stories to complete certain tasks and self-
care is a perfect area which can benefit from social stories. This story would be read by a parent,
teacher, or ABA tech after the child has eaten breakfast or before bedtime.
Zhou et al. (2020) conducted a study on the use of social stories to teach children with
and without autism how to brush their teeth. Results showed that toothbrushing performance,
oral hygiene, and gingival status of the recruited children were significantly improved after using
social stories and children with autism showed better oral hygiene status and better gingival
status than their peers without autism (Zhou et al., 2020). In this study, the parents or caregivers
read the social stories to the children before or during their daily toothbrushing routine.
There have been various other studies which examined the use of social stories to teach
children with autism how to brush their teeth or prepare children for a visit to the dentist. Marion
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et al. (2016) found that 64% of parents supported the usefulness of social stories for preparing
autistic children for a trip to the dentist. And McGrath et al. (2017) found that using social stories
to teach children with autism how to brush their teeth resulted in those children performing more
of the toothbrushing steps when compared to their peers who only received conventional dental
education materials.
Intervention of LBBI
LBBI is a literacy-based behavioral intervention which has become an effective tool for
educators who want to increase positive social skills among their students. Children with autism
struggle with social skills instruction and frequently require individualized social skill instruction
so they can be successful in a general education setting. LBBI’s are unique in that they combine
literacy interventions such as social narratives (my social narrative on brushing teeth) with
various media and other positive behavioral interventions to replace problem behavior with
positive alternatives (Francis et al., 2013).
There has been quite a bit of research on the use, benefits, and effectiveness of literacy-
based behavioral interventions in children with autism. There have been several examples of
combinations of behavioral and literacy interventions which have proven to be effective.
Examples include social narratives, social stories, illustrations, directions, clip art, comic strips,
photographs, videos, and sound bites.
An LBBI created for one student could potentially be used for a different student with
minor changes to fit an individual student’s needs and interests and LBBI’s can be downloaded
on a flash drive and transferred to multiple personal devices like tablets or even computers
(Francis et al., 2013).
LBBI Intervention Project 6
Intervention 1: Video Modeling
Video modeling is an excellent intervention to combine with a social story or social
narrative. My social story focused on helping a child with autism complete the proper steps to
brush their teeth. A video modeling intervention typically involves an individual watching a
video demonstration and then imitating the behavior of the model (Boutot, 2017). Video
modeling of a child completing each step of brushing their teeth is an excellent intervention for a
child with autism since many autistic children rely on some sort of visual descriptions of a task
which needs to be completed.
There are several videos on YouTube which could be chosen and added to round out his
LBBI. I would not necessarily choose a bunch of different videos. However, I would choose a
video which represents a child of the same gender and close in age proximity to the student. This
way the student can relate better and focus consistently on one video.
Intervention 2: Video Self-Modeling
Not only do children love watching videos of themselves, but they also learn from it.
Video self-modeling or VSM is a specific application of video modeling wherein the individual
learns by watching her own behavior (Boutot, 2017). This is an excellent intervention! Having an
autistic child recorded while completing the steps to brush their own teeth can be just as
beneficial as video modeling.
The purpose of video self-modeling is to provide opportunities for students to view
themselves demonstrating the targeted skills so they can imitate what they observed when the
video is over (Leach & Rodecki, 2013). Video self-modeling can be very time consuming with
careful editing and prompting of the student, but it is well worth it if the student learns to
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complete the task accurately and independently. In video self-modeling, motivation to watch
oneself on the video may be enhanced by the portrayal of predominantly positive and successful
behaviors, which may also increase attention and enhance self-efficacy (Boutot, 2017). There
have been several studies conducted which looked at the benefits and effectiveness of video self-
modeling for autistic children. Research has found that video self-modeling positively impacts
the academics, behavioral, and social skills of students with autism spectrum disorder (Leach &
Rodecki, 2013).
Intervention 3: Visuals
As I previously mentioned, autistic children require visually cued instruction and visuals
can accomplish that goal. One of the best aspects of the social story/narrative is the pictures
which accompany the words. The words are specifically connected to a visual image which helps
the child comprehend. Having a picture of each toothbrushing step can assist the child to
hopefully remember the step by remembering the image.
“Train up a child in the way he should go; even when he is old he will not depart from it.” (ESV
Study Bible, 2008, Psalm 22:6). This scripture reminds me of a child who learns a social skill or
self-care by being trained through a social story/narrative and other interventions such as video
modeling, visuals, or video self-modeling and through the training of all interventions they will
remember the skill, such as toothbrushing and not forget it.
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References
Boutot,LE.LA. (2017).LAutism spectrum disorders: Foundations, characteristics, and effective
strategiesL(2ndLed.). Pearson.
ESV Study Bible. (2008). Crossway Books.
Francis,LG.LL., McMullen,LV.LB., Blue-Banning,LM., & Haines,LS. (2013). Increasing the social
skills of a student with autism through a literacy-based behavioral
intervention.LIntervention in School and Clinic,L49(2), 77-
83. https://doi.org/10.1177/1053451213493168
Leach,LD., & Rodecki,LJ. (2013). Literacy based behavioral interventions and video self-
modeling with students with autism spectrum disorder (asd).LJournal of the American
Academy of Special Education Professionals.
Zhou,LN., Wong,LH.LM., & McGrath,LC. (2019). Efficacy of social story intervention in training
toothbrushing skills among special‐care children with and without autism.LAutism
Research,L13(4), 666-674.Lhttps://doi.org/10.1002/aur.2256
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