Enhancing Safety Through Social Stories: A Scoping Review of Abuse Prevention Strategies
Aim
This study explores the potential of social stories as a preventative tool for abuse in adults with intellectual disabilities and complex communication needs. This population is four to ten times more likely to experience abuse than the general population, due to factors such as social isolation, dependency on caregivers, limited self-advocacy skills, and significant communication barriers (Bornman,2017; Rasmussen & Tekinarslan, 2023). These vulnerabilities demand tailored prevention strategies that are both accessible and empowering. Social stories—brief, personalized narratives designed to teach social understanding—may be particularly well-suited for this purpose (Gray& Garand, 1993; Reynhout & Carter, 2006; Zimmerman et al., 2020). By simplifying complex social information and highlighting safe versus unsafe behaviors, social stories can support individuals in recognizing personal boundaries, avoiding harmful situations, and seeking help. This scoping review aims to identify the key characteristics, themes, and delivery methods of social stories that are most effective in preventing physical, emotional, financial, and sexual abuse in this population. In doing so, it seeks to offer practical guidance for educators, caregivers, clinicians, and support teams striving to foster safety, resilience, and empowerment among individuals with disabilities.
Method
This study employed a scoping review methodology, guided by the five-stage framework developed by Arksey and O’Malley. These stages include: (1) identifying the research question, (2) identifying relevant studies, (3) selecting studies, (4) charting the data, and (5) collating, summarising, and reporting the findings. This approach was selected for its suitability in mapping existing literature and identifying gaps in research. Studies were included if they addressed the use of social stories in the context of safety or abuse prevention for individuals with intellectual and/or communication disabilities.
Results
Findings are reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Of the identified sources, 22 full-text articles met inclusion criteria. These studies highlighted various targeted behaviors such as distinguishing between safe and unsafe touch, identifying public versus private spaces and body parts, understanding communication boundaries, and navigating personal safety in different settings. A critical theme emerging across the literature is that abuse is most often perpetrated by trusted caregivers, rather than strangers—an insight that strongly influences story content. Effective social stories were characterized by brevity, clarity, the use of specific sentence structures, and visual or symbolic supports. Additionally, recent literature emphasized the need to address cyber safety, including cyberbullying and grooming, indicating a shift in vulnerability from purely physical to digital environments.
Conclusion
Social stories have clear potential in the prevention of abuse for adults with intellectual disabilities and complex communication needs—particularly when stories are individualized, concise, and visually supported. When developed with focused content and sensitive attention to the unique risks this population faces, social stories can foster greater understanding, self-protection, and communication. Emerging evidence suggests that AI-assisted tools for generating customized social stories may enhance scalability and relevance, offering a promising avenue for future intervention development. This review provides foundational insights for the creation of inclusive, practical, and person-centered safety education tools designed to build empowerment through understanding.
References
Arksey, H. and L. O’Malley (2005). “Scoping studies: towards a methodological framework.” International Journal of Social Research Methodology, 8(1), 19-32
Bornman, J. (2017). Preventing abuse and providing access to justice for individuals with complex communication needs: the role of Augmentative and Alternative Communication. Seminars in Speech and Language, 38(4), 321-332. https://doi.org/10.1055/s-0037-1604279
Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10. https://doi.org/10.1177/108835769300800101
Rasmussen, M. U., & Teki?Narslan, ?. Ç. (2023). Teaching Sexual Abuse Prevention Skills to Individuals with Intellectual Disabilities. Ankara Üniversitesi E?itim Bilimleri Fakültesi Özel E?itim Dergisi, 25(1), 71–92. https://doi.org/10.21565/ozelegitimdergisi.1073974
Reynhout, G., & Carter, M. (2006). Social storiesTM for children with disabilities. Journal of Autism and Developmental Disorders, 36(4), 445–469. https://doi.org/10.1007/s10803-006-0086-1
Zimmerman, K. N., Ledford, J. R., Gagnon, K. L., & Martin, J. L. (2020). Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 45(4), 207–223. https://doi.org.ez.sun.ac.za/10.1177/0198742919874050
