Social stories are defined as a short story that describes social situations in terms of relevant cues and often defines appropriate responses for children diagnosed with Autism (Bradys, Gouvousis, VanLue & Waldron, 2004). Social stories a have been used since the early 1990\u27s as a social skills intervention for students with Autism and research has shown that social stories have been very effective as an intervention for students with Autism (Scattone, Tingstrom & Wilczynski, 2006). A review of the research found that very little research has been conducted with students with emotional/behavioral disorders (EBD) and their perspectives with social skills interventions. This research examines the question what are the perspectives of students with emotional/behavioral disorders about their experiences with social stories. Through this research I conducted interviews with 5 students with EBD who participated in the social stories intervention project. Themes that emerged from the interviews were: (a) ambiguity about social skills instruction, (b) name and behavior recognition provides powerful initial draw, (c) social stories do not sustain student attention, and (d) mixed perspectives with positive outcomes
