Social Stories Shannon’s social story about Social Stories.
Where do social stories come from? • Social stories were first defined in 1991 by Carol Gray. Carol Gray had been a consultant to students with autism spectrum disorders (ASD). She is also an author and presenter that is internationally-recognized. • “Social stories (often capitalized as Social Stories) interventions attempt to improve the social skills of children with autism spectrum disorders (ASD) by using individualized short stories to help them interpret challenging or confusing social situations.”– Wikipedia definition http://en.wikipedia.org/wiki/Social_stories
Sometimes people feel mad. OK It is OK to feel mad. It is not OK to hit other people. I will say, “I am mad.” I am mad • A social story is a way I can teach social skills to my students that have developmental disabilities. In my classroom these are used most with my students that have Autism. • When my student is in a situation that is difficult and/or confusing a social story can be used to accurately introduce information about that situation. The situation is presented to the student with lots of detail. It is also presented in a story format and at a level that the student understands and when possible should be read by the student.
Sometimes I feel _________. When I feel _________ I can use my words to let someone know how I feel. • Some things I need to remember when writing social stories are: • I need to remember the importance of addressing the social cues. Often my students have a hard time understanding social cues. Social stories can offer examples of social skills in the situation being addressed.
Sometimes my class visits the library. When we are in the library my friends sit quietly and do not talk. • Next I need to be sure to include the event being addressed and how others (adults or classmates) might react in such a situation.
When I scream in the library my teacher and my friends are very sad. I may be asked to leave before my class is finished. • Finally I need to address the actions and/or reactions that might be expected of my student in such a situation. I also need to add why these actions/reactions might be expected.
Advantages: • Social Stories can help establish a routine so that the student can apply the story to the social situation. • The stories are presented in a story format with leveled text and pictures to accompany. This make the instruction less intrusive.
Disadvanteges: • It may take several presentations/reading of the story before the student begins to learn it. • Social Stories require the student to generalize to other situations which can be very difficult for children with ASD.
Example for the three levels: • Primary – a Social Story can be used to introduce new situations/events to a class as a whole so that they know what is expected of them. • Secondary – For students that may have behavior problems the story can be read again just before going/doing the new activity. • Tertiary – The students that are at this level need to have the story introduced earlier than the rest of the class and read daily for several days leading up to the activity and also just before going/doing the new activity.
Social Stories can be used to address many different situations. • Going to the Bathroom • Tying Shoes • Playing Basketball • Playing Soccer • Feeding Myself • Brushing My Teeth • Calendars • Clean Hands • Saying Excuse Me • Recess • When Wind Blows • When Other Children Get Upset • My Teacher Talks to Others • Mainstream • Saying Hi • Getting Dressed • When I Feel Angry • Who's the Boss? • What Is Lying? • The Rule Police • Sharing With Mom & Dad • Asking Other Kids to Play • Kidding Around • Tone of Voice • What is a Wake? • Drawing My Thoughts • Bus Evacuation Drill
Internet resources: • http://www.polyxo.com/socialstories/introduction.html#whatare • http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm • http://www.region2library.org/SocialStories.htm • http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display&page_id=30