Social StoriesTM, Power Cards, and Comic Strips Mandy Reinke Educational Autism Consultant jansena@chilton.k12.wi.us mandy@cesa7autism.org

Social Stories What and Who? Process that ends with a product Process needs understanding of ASD Product is short story that describes a situation, concept, or social skill…it answers “wh” questions Written by people who work with and/or live with people with ASD

Two Main Topics For a troubling and/or difficult situation Acknowledging achievement First story written should be about a typically successful and problem-free situation Half of stories written should be about positive achievements Creates a permanent record and builds self-esteem

4 Basic Sentence Types Descriptive Truthful Opinion and assumption free Statements of fact Contain answers to the “wh” questions My name is Johnny Sometimes, my mom reads to me Many first graders like to play on the playground

4 Basic Sentence Types Perspective Describe a person’s internal state (usually of others) Knowledge/thoughts Feelings Beliefs Opinions Physical condition/health My teacher knows about science My sister usually likes to play soccer Some kids believe in Santa Sometimes people feel sick if they eat too fast

4 Basic Sentence Types Directive Suggested response or choice of responses to a situation or concept Gently directing the behavior Be thinking of literal interpretations! Use I will try to vs I will I will try to stay in my chair I may ask my mom or dad for help On the playground, I may decide to play with Billy, Tommy, or Susie

4 Basic Sentence Types Affirmative Helps interpret the meanings of surrounding sentences Expresses a commonly shared value or opinion Usually immediately follow a descriptive, perspective, or directive sentence This is a good idea This is very important This is a safe thing to do This is okay

Partial Sentences For more “advanced” stories Allows person to make guesses as to what goes in blank May help check comprehension When it is a familiar story and then re-write with partial sentences My teacher will probably feel__________ if I raise my hand and wait to be called on.

Basic Ratio of Sentences Helps guide and maintain the descriptive quality of every social story 0-1 Directive sentences= Basic Social Story Ratio 2-5 Descriptive, Perspective, an/or Affirmative sentences

2 Additional Sentence Types Control Statements written by a person with ASD to identify personal strategies to help recall and apply information First reviews story, then adds in one or two control sentences that relate to something they understand/enjoy

2 Additional Sentence Types Cooperative Remind parents, peers, and/or professionals of their role in the success of the person with ASD Assist with ensuring consistent responses When I feel frustrated, others can help me by______

Complete Social Story Ratio Includes basic story sentences and additional story sentences 0-1 directive or control sentences= complete social story ratio 2-5 descriptive, perspective, affirmative, or cooperative sentences

The Four Basic Guidelines Step One: Picture the goal Share accurate social information Main purpose is to describe more than direct #1 priority: share relevant social information in a meaningful way

The Four Basic Guidelines Step Two: Gather Information Information on topic Where situation occurs Who is involved How long it lasts How it begins and ends What occurs Why Information on the learning style, reading ability, interests, and attention span of the person with ASD

The Four Basic Guidelines Step Three: Tailor the Text Introduction, body, conclusion Answers the “Wh” questions Written from a first person perspective Positive language and positively stated responses and behaviors ( if a negative statement needs to be made use more general third person to write it)

Step Three Continued Remember basic sentence types and ratio Remember literal accuracy (use words like usually, might, sometimes) to ensure that accuracy Use alternative vocabulary when needed (different=another) Use text consistent with the personal learning characteristics of the person with ASD

The Four Basic Guidelines Step Four: Teach the Title Gives overall meaning of story Reference to any behaviors rarely part of title May be a question or statement Identifies and reinforces most important information in the Social Story Be careful of color with illustrations (don’t want student to only listen while teacher is wearing red shirt, etc.)

Implementing the Story Introduce in a quiet and relaxing setting Be Honest Review Positive attitude in comfortable setting Have others review story Initially once per day or before situation occurs Typically introduced one at a time Fade if/when necessary Social story should be “patient” and reassuring, make sure to deliver it in the same manner Be honest such as “I wrote this story for you” or “soon it will be time to review your story” Don’t want to overwhelm with too much information, that’s why it’s typically introduced one at a time Fading, not always advisable or possible can fade by re writing, omitting selected sentences but this will change the format and my upset some students can also make change in the text or illustrations if necessary the review schedule can be expanded as a way of fading (only review once a week instead of every other day, etc.

Power Cards Visual aids that uses the child’s special interest to teach an appropriate social interaction A single sheet or small booklet, written in first person that tells how the child’s “hero” solves a problem. Included is a small card (the Power Card) that summarizes how the student can use the same strategy to solve a similar problem

Why the “hero” or special interest? It serves as a motivator and helps students to “tune in” It’s nonthreatening and doesn’t have a strong tone Capitalizes on the “relationship” between the student and the hero or role model… the student is more likely to do something that the hero would do

Parts of a Power Card A brief Scenario including the hero or special interest and the behavior or situation that is difficult. The actual Power Card, usually includes a small picture of the special interest and the solution (the 3-5 steps) Scenario is similar to a social story, 1st paragraph the role model attempts a solution and has success, 2nd paragraph the student tries the new “behavior” which is broken into 3-5 steps Power Card could be carried in a purse, wallet, pocket, velcroed inside a book, notebook or locker or could be placed on the corner of a desk

Do Not use for: A sensory need Severe cognitive delays For isolated situations When teacher or adult doesn’t have a positive relationship with student When student is in crisis Student does not have a high interest area Not appropriate to try and get student to tolerate a noise or other sensory difficulty Not appropriate when student doesn’t understand language When a behavior occurs only once or twice….don’t understand motivation behind it Power card isn’t a punishment, it’s a positive Not when student is in rage state…introduce at a positive and use as a reminder, not a punishment when in rage If student doesn’t have high interest area, they won’t want to “follow” that person

Comic Strip Conversations A conversation between 2 or more people using simple drawings Drawings represent ongoing communication Drawings also show what people may be thinking but also what they are saying!

Why use comic strip conversations? They are visual and can improve the students understanding and comprehension of conversation The basic symbols and drawings help to illustrate social skills that are abstract (thinking versus saying)

The steps for writing and using The student takes the lead with guidance from an adult when possible Goal is to have more of a conversation than an interview First “conversation” is to acclimate student with symbols and their meanings including the person, talking bubble, thinking bubble, listening, interrupting, loud and quiet words. Student may also have their own symbols as time goes on, called a personal symbols dictionary Student may be drawing along with adult at times or adult can draw out if needed Talking bubble coming out of mouth, thoughts have a cloud coming out of head, listening has bubble coming out of ears or talking bubble out of a mouth going into others ears, interrupting has overlapping talking bubbles, loud words are in caps and quiet words are written in small letters

Steps continued Write the location of the drawing (recess, classroom, etc.) Guide student by asking questions Add in the perspective of the adult Make sure the conversation has a sequence or structure (if you were to go back and look at the conversation could you follow it?) Summarize the key points of the conversation when finished Conclusion is the solutions that were discussed during the conversation Questions: Where are you? Who else is there, What did you say, etc. (drawing as you are asking) Adding in perspective is the natural opportunity and you are clarifying communication May need to discuss the pros and cons of different solutions and also revisit what can be thought and what can be said

Variations and Additions For an upcoming situation put in a date but still do not use absolutes (probably on X date) Using color to make association with feelings (student may decide own colors to associate with emotions) Colors: Green: good ideas, happy, friendly Red: Bad ideas, teasing, anger, unfriendly Blue: Sad, uncomfortable Brown: comfortable, cozy Purple: proud Yellow: frightened Black: facts, things we know Orange: questions Combinations of colors: confused

Sources Used Carol Gray: www.thegraycenter.org My Social Stories Book by Carol Gray Power Cards by Elisa Gagnon Comic Strip Conversations by Carol Gray