Social Stories

Describe a skill, situation or concept in terms of the relevant social cues, perspectives and common responses in a specifically defined style and format.

The story describes what people do, why they do it and what are common responses.

Developed by Carol Gray (1994) for use with students with ASD.

Wearing seat beltsWhen I get into a car, it’s important to fasten my

seat belt. The seat belt keeps me safe.

It’s intelligent to keep the seat belt tight. This helps to keep me safe.

When I get into a car or the minibus, I will try to grab the seat belt strap, find the handle and push it into the holder. When I hear a CLICK sound, I know my seat belt is fastened. I know I’m safe.

I am safe in my seat belt. That is why I try to always wear a seat belt in a vehicle.

Why use Social Stories with pupils with ASD?

Addressing the triad of impairments

Social Understanding Social Communication Flexibility of thinking and learning

Plus may have difficulty: sifting sensory stimuli planning + coordinating motor movements

Social Understanding May show less interest in

other people. Contact with others is

likely to be on their own terms.

Theory of Mind- may have difficulty reading and understanding the thoughts, feelings and needs of others.

Likely to be unaware of implicit social rules and expectations

Social stories can help children to understand WHY people behave as they do. They can also make direct links between behaviour and thoughts/emotions/beliefs/cultural or institutional expectations.

identify relevant social cues and provide accurate information for pupils

describe expected behaviour

Talking about fire extinguishers

Fire extinguishers are very interesting! I like to look at fire extinguishers and talk about them. Some people are not interested in fire extinguishers and do not like to keep talking about them.

When I am told not to talk about them I will try not to keep talking about them.

My family will be happy if I stop talking about fire extinguishers and talk about something else.

Social Communication May not understand the

purpose/power of communication

May have difficulty understanding and using verbal + non-verbal communication (incl tone and pitch)

Conversely may appear skilled and fluent, but understanding is poor.

May have problems with social timing and the “give + take” of conversation

May interpret language literally

Social Stories avoid difficulties in understanding spoken words by using simplified language in written form.

Information is presented simply and consistently on a daily basis.

Take away social interference to maximise learning.

Looking while listeningWhen someone is talking to me, I try to listen.

This is a very nice thing to do.

Looking at the person who is talking to me is helpful. This lets the person know that I am listening.

Sometimes I try to look at a part of their face. I try to do this so the other person knows that I am listening to them. The person who is talking to me will like this a lot.

Thinking and Learning

May enjoy a limited range of repetitive activities/limited play skills

Difficulty in predicting ‘whats next’ and consequences.

Central coherence theory- Likely to pay attention to detail rather than the “whole picture”

May have difficulty generalising learnt concepts

Likely to apply rules inflexibly

Social stories can help person to accommodate change, or understand new /exceptions to expectations/rules.

Social story outlines a single social situation clearly and simply.

Story make overt links for student.

Visual lay out clear, uncluttered.

Why do I get my hair cut?My hair is constantly growing.

Sometimes hair needs to be cut. This is so that it is neat and tidy, and doesn’t get in my eyes.

Hairdressers are trained to cut hair. It does not hurt when the hairdresser cuts my hair.

I will try to remember that it is safe to get my hair cut.

The goal of social stories:

Social stories are often used to develop appropriate behaviour.

“The goal is…to teach social understanding over rote compliance, to describe more than direct”

Carol Gray

They are not bossy books.

They can’t teach a new skill.

The purpose of social stories

To help prepare for a new experience or transition To help understand a situation, and to respond

appropriately To help prevent extreme reactions that stem from a

lack of social understanding To provide a prompt for socially appropriate

behaviour/limit obsessional behaviours. To provide positive feedback of appropriate

responses and behaviour

Before writing the Social Story

Identify the social situation

Talk to adults involved include discussion of previous strategies

Observation

Interviewing the pupil

Writing social stories.

1. Meaningfully shares information, is patient and reassuring.

2. Has an introduction, body and conclusion.

3. Answers ‘wh’ questions

4. Is written from 1st or 3rd person perspective.

5. Uses positive language

6.Always contain descriptive sentences and may contain other types of sentence.7. Follows the social story ratio8. Is tailored to the audience and usually literally accurate9. May include carefully selected illustrations.10. Has a precise title.

Types of sentence

Descriptive Sentences

Perspective Sentences

Directive Sentences

Sentence ratio= 1 directive : 2-5 descriptive/perspective.

Other people’s possessions.

People bring possessions to school most days. They might bring their pens, their watch, their phone or their ipod.

Sometimes they need to leave their things in places like classrooms and changing rooms. It makes everyone feel safe if they know that nobody will touch their bags, or take their things while they are left behind.

People are happy if their things are still there when they return to them.

It is important to try hard not to touch or take other people’s possessions. It is good to feel we can trust each other

Descriptive Sentences

Perspective Sentences

Directive Sentence

Identifying sentences.

Descriptive sentences?

1. I am attending a workshop on social stories.

2. There are many people in the room

3. Most people are seated on chairs.

4. One person is the speaker

5. The speaker is very interesting.

Perspective sentences?

1. I will enjoy listening to the speaker

2. The speaker will like it if I am listening to her

3. I usually have difficulty listening to speakers

4. If I really try, I will be able to listen to the speaker

5. Many people want to learn about social stories

Directive sentences?

1. I will try to listen to the speaker

2. I will try to sit still, listen and pay attention to the speaker

3. I will listen to the speaker and take notes

4. I will try to sit quietly next to my friend

5. If I need to leave the room I have 2 choices:

I can show my time out card to my teacher

I can wait until the next break.

Descriptive sentences

James is 6 years old. He is very resistant to change and will not wear new items of clothing or shoes. He will have a tantrum if presented with a new item, and insists on wearing clothes which are worn out/far too small.

The first 2 descriptive sentences are provided. Write the next one or two.

People wear clothes and shoes to keep them warm, protect them and cover their body.

_______________________________________________

_______________________________________________

Perspective Sentences

Thomas, aged 10 has Asperger Syndrome. He is currently obsessed with Dr Who, and is dominating the family television but repeatedly playing his Dr Who dvd.

Here is one perspective sentence found in Thomas’s story, write another.

Some people like watching Dr Who.

______________________________________________

______________________________________________

Presentation to student

First time distraction free Clear uncluttered style (book, A4, Power

point?) Sit slightly behind and to one side of student. Read to the child Use frequently prior to time of difficulty. Ensure is available to child. Keep copies. Share with all relevant adults.

Task• Form a group of 2-3 people. You may

also work alone

• Write a social story that may help the child with ASD you work with.

• Share with another group when finished. Give feedback.

If you are short of ideas…

Christopher aged 9. Loves to play team games, hates to lose. Plays with peers at break but has tantrum if his team does not win.

George aged 4, Is about to have a new shared carer.

David aged 6. Screams when the hoover is switched on.

Isaac aged 7. Refuses to change for bed

Emily aged 13. Tends to take all her clothes of when she gets home from school.

Simon aged 14. Likes to talk about cars, asks everybody what car they have and dominates conversations with his interest.