The present pilot study explored the feasibility, acceptability, and efficacy of a multicomponent social narrative intervention to teach behavioral expectations. We conducted a multiple probe design across three children to evaluate the effects of the intervention on student behavior. In addition, we measured the fidelity of teacher implementation and open-ended responses on a social validity measure. Teachers were trained to implement the multicomponent intervention using Behavioral Skills Training (BST), which they subsequently used in combination with social narratives to teach their students. A modest change in behavior was observed for two target children. Teachers rated some components of the intervention as acceptable; those components were also implemented with higher overall fidelity.

目前的先导研究探索了多成分社会叙事干预方法来教授行为期望的可行性，可接受性和有效性。我们对三个孩子进行了多次探查设计，以评估干预措施对学生行为的影响。此外，我们在社会有效性测评中衡量了教师实施的忠诚度和不限成员名额的回应。培训教师使用行为技巧培训（BST）实施多成分干预，随后他们将其与社交叙事结合使用来教他们的学生。观察到两个目标儿童的行为有适度的变化。教师认为干预的某些组成部分是可以接受的；这些组件也以更高的整体保真度实现。