1. Social Stories™ for Students with Special Needs
Carol Gray

2. Definition: A Social Story
“A Social StoryTM describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format” (Gray, 2003, p.2) .

3. Social Stories criteria and guidelines
A Social Story meaningfully shares social information with a reassuring quality, and at least 50% of all Social Stories affirm achievements.
A Social Story has an introduction that clearly identifies the topic, a body that adds detail, and a conclusion that reinforces and summarizes the information.

4. Social Stories criteria and guidelines
A Social Story answers “wh” questions (who are the people, what are they doing, where are they going, why are they doing it, when will it be happening).
Social story can be as simple as one sentence. “My family is going to the beach to play today.”
Example: My family (who), is going (what), to the beach (where), to play (why) today (when).
A Social Story is written from a first (I, we) or third person (he, she, it, they) perspective. First person takes ownership, more concrete; may be better for lower functioning. Third person may be better for higher functioning. Second person (you) is not recommended.
A Social Story uses positive language. Describes an appropriate social interaction. IF a reference to a negative behaviour is essential to the story, it is mentioned very carefully and in general terms, as in, “Sometimes, people make mistakes . . .”
Most of the time try not to write about the negative behaviours.

5. NEGATIVE STATEMENT Warning!
Sentences describing negative behaviors:
I am afraid of air hand dryers.
I will try not to run.
I have difficulty listening to teachers.
Instead write:
Sometimes air hand dryers make a noise.
Why? Because maybe they aren’t afraid of air hand dryers, maybe the noise hurts their ears.
I will try to walk.
Sometimes, my teacher talks to all the children at the same time.

6. Social Stories criteria and guidelines
A Social Story always contains descriptive sentences, with an option to include any one or more of the five remaining sentence types (perspective, cooperative, directive, affirmative, and/or control sentences).
A Social Story describes more than directs, following the Social Story formula.
Descriptive sentences are accurate, assumption free statements of facts.
“Just the facts, ma’am.”
Activity – find the observable statements of fact

7. Descriptive Sentences Activity
My name is ______________________________.
I am attending a workshop.
I am watching a video.
The speaker is standing.
Sometimes my grandmother reads to me.
The speaker is very interesting.

8. Perspective Sentences
A social story MAY contain
perspective sentences.
Most of the time, perspective sentences
describe the thoughts and feelings of other people.
Avoid statements relating to the internal perspective of the student.
Do share information of the internal status of other people.
(ex. – Mom knows when it is time to wash clothes. Many students enjoy
playing on the playground.)

9. Perspective Sentences Activity
I will enjoy listening to the speaker.
The speaker will like it if I am listening to her.
I usually have difficulty listening to speakers.
If I really try, I will be able to listen to the speaker.
Many people want to learn about Social Stories.

10. Affirmative Sentences
A social story MAY contain affirmative sentences.
Affirmative sentences enhance the meaning of surrounding statements, and may express a commonly shared opinion or value.
“I will try to keep my seat belt fastened. This is very important.”
“This is okay.” “This is a good idea.”
“This is a safe thing to do.”

11. Directive Sentences Each Social Story MAY contain directive sentences.
A directive sentence identifies a possible
response, and/or GENTLY directs behavior.
These are by far the most misused and
abused sentences in stories.
“I will sit quietly in class.” – produces anxiety and feelings of failure
Better to use “I will try” or “I will work on”
Or use a list of choices. “When I am on the playground, I may play on the swings, I may play on the slides, or I may play alone.”

12. Directive Sentences Activity
I will try to listen to the speaker.
I will try to sit still, listen, and pay attention to the speaker.
(may be too long; use one idea at a time)
I will listen to the speaker and take notes.
I will try to sit quietly.
If I need to take a break, I have 2 choices.
Choice #1 – I may give a pass to the teacher.
Choice #2 – I may get a drink in the hallway.

13. Descriptive Sentences Activity
Example 1
Monica, age 4, has a favorite school bus driver and has difficulty adjusting to other bus drivers. The first two descriptive sentences of Monica’s story are provided; write one or two descriptive sentences that could follow. (remember we don’t know for sure that Monica has a “favorite” bus driver)
“My name is Monica. On most school days, I ride the bus.”
Write a descriptive sentence that might follow.

14. “Sometimes Mr. Jones is my bus driver.
Sometimes people focus on the driver.
“Sometimes Mr. Jones is my bus driver.
Sometimes I have another bus driver.”

15. Sentence Activity – What kind of sentence is it?
I will try to stay in my seat on the bus.
Mrs. Hall likes to keep children safe on the bus.
I may try saying “Hi, Ben!”
My mom likes it when I pee in the toilet.
Mom knows how to drive to my preschool.
Sometimes I eat vegetables. Sometimes I eat meat. I eat many different kinds of food.
This is a picture of me on the swing.
Usually, my bus comes at about 2:00.
Sometimes, I may use the computer.
Is it a good sentence?
What kind of sentence is it?
Some descriptive
sentences, might also
be considered directive
Depending on how it’s used.

16. Social Stories criteria and guidelines
A Social Story has a format that is tailored to the abilities and interests of its audience, and is usually literally accurate.
A Social Story may include individually tailored illustrations that enhance the meaning of the text.

17. Social Story sentence types
Descriptive sentences provide the factual information in relation to the “wh” questions.
Perspective sentences refer to or describe a person’s internal state, their knowledge, thoughts, feelings, beliefs, opinions, motivations.
Cooperative sentences identify “who” can assist the individual in a situation and what they will do to help. “My art teacher can help me with my painting.”

18. Social Stories sentence types
Directive sentences provide instruction on “what” the individual is to do.
Affirmative sentences can be used to reassure the individual.
Control sentences are written by the child to identify personal strategies recalling or applying social story information.

19. descriptive sentences + perspective sentences +
Describe > 2
Direct
Social Stories™ ratio
descriptive sentences +
perspective sentences +
cooperative sentences +
affirmative sentences =
DESCRIBE

20. directive sentences + control sentences = DIRECT Describe > 2
Social Stories™ ratio
directive sentences +
control sentences =
DIRECT
(guides and suggests)

21. Certain vocabulary may cause anxiety so try these alternative
words:
Instead of “different” use the word “another”
Instead of “change” use the word “replace”
Instead of “new” use the word “better” or “another”
Research found these alternatives preferable to students
in maintaining focus with less anxiety.

22. Which one is the Social Story?
Mrs. Smith usually talks to the class from the front of the room. Sometimes she talks to all of the children from another place. She does this when she wants to talk to all of the children at the same time. This saves time for Mrs. Smith and the children. She usually starts by saying, “Class, listen . . .” This means it is time for me and everyone else to listen. It is important to try to listen to Mrs. Smith when she is talking to the class.
Mrs. Smith talks to the class from the front
of the room. I have trouble listening to
Mrs. Smith and knowing when it is time to listen.
I will try to listen to Mrs. Smith. I will try to keep
my hands to myself.

23. ”An ounce of prevention is worth a pound of cure”
Quote from Benjamin Franklin…
”An ounce of prevention is worth a pound of cure”
The New Dictionary of Cultural Literacy, Third Edition defines this as:
A little precaution before a crisis occurs
is preferable to a lot of fixing up afterward
The New Dictionary of Cultural Literacy, Third Edition. Edited by E.D. Hirsch, Jr., Joseph F. Kett, and
James Trefil. Copyright © 2002 by Houghton Mifflin Company. Published by Houghton Mifflin Company.