1. Social Stories MNU SPED:7023 Information modified from Ganz & Cook, 2004

2. 2 Social Stories Definition –“A social story is a short story that describes a situation in terms of relevant social cues and accurate and specific information regarding what occurs in a given situation and why.” (Gray, 1995)

3. 3 Why Use a Social Story? Increases understanding of social situations Increases understanding of expected behaviors in new or difficult settings Considers the perspective of the individual with autism or AS Teaches understanding over rote compliance

4. 4 4 Basic Sentence Types Descriptive –The dog may bark. –The teacher may stand in front of class. Perspective –The teacher will like it if I raise my hand to ask a question. –I usually have difficulty remembering to raise my hand. Directive –I will raise my hand and wait to be called on. –I will line up behind the teacher. Affirmative –It’s a good idea to use a Kleenex to blow your nose. (Partial sentences)

5. 5 Recess On most school days we have recess (descriptive). Usually recess is outside and I get to swing and play on the slide (descriptive). Sometimes recess can be inside (descriptive). My teacher will look out the window to check the weather (descriptive) If it is raining outside or when it is too cold my teacher will decide if we are having recess outside or inside. (perspective). If we have inside recess today, I should stay calm and follow the rules (directive). During inside recess I can play with the blocks, read a book, or play checkers (directive) If I stay calm and follow the rules during inside recess my teacher will be so happy (perspective) On another day, recess will be outside (descriptive).

6. 6 What type of Sentence? It is noisy at the fair. I feel better when I eat lunch. I can choose to read a book or color during free time. The dog may bark at me. It is a good idea to check my backpack every night My mother will be happy when I brush my teeth It is important to use a tissue when I have a runny nose

7. 7 Activity #1: Descriptive Sentences Monica, age 4, has a favorite school bus driver and has difficulty adjusting to other bus drivers. My name is Monica. On most school days, I ride the bus. –Write 2 more descriptive sentences Gray, C. (2000). Writing social stories with Carol Gray: Accompanying workbook to video. Arlington, TX: Future Horizons, page 42.

8. 8 Activity 2: Perspective Sentences Derek, age 13, has Asperger Syndrome. He has difficulty working in a small group at school, and is resistant to using the ideas of others. Each student in our group has ideas about our projects. –Write 1 more perspective sentence Gray, C. (2000). Writing social stories with Carol Gray: Accompanying workbook to video. Arlington, TX: Future Horizons, page 42.

9. 9 Complete Social Stories Sentence Types Control Cooperative

10. 10 Suggested Ratio of Sentence Types 0-1 directive &/or control statement for every 2-5 descriptive, perspective, or affirmative statements This ratio ensure the descriptive quality of every social story

11. 11 The Social Story Process Step 1: Picture the goal Step 2: Gather the information Step 3: Tailor the text Step 4: Teach the title Step 5: Implement the social story Step 6: Collect and review data to determine effectiveness

12. 12 The Social Story Process Step 3 in detail –Determine a target behavior and define it –Introduction, body, conclusion –Answers to “wh” questions –Written from first-person perspective –Use positive language to describe the desired response. If reference to a negative behavior is essential, mention it carefully I will not run away from the playground vs. I will try to stay within the cones on the play ground Gray, 2002

13. 13 The Social Story Process Step 3 in detail –4 basic sentence types written in the suggested ratio –Literal accuracy I ride the bus to school each day vs. I usually ride the bus on school days. –Alterative vocabulary Different = another Change = replace New = better

14. 14 The Social Story Process Step 3 in detail –Text consistent with personal learning characteristics of the child –Style for format that is motivating

15. 15 The Social Story Process Step 5: Implement the social story in detail –Select a quiet and calm place –Introduce the story with a simple, straight forward approach –Have others read the story to the student –Common sense dictates review –You may not want to fade the story Gray, C. (2000). Writing social stories with Carol Gray: Accompanying workbook to video. Arlington, TX: Future Horizons, page 33.

16. 16 Saying Hi story 1

17. 17 Saying Hi story 2

18. 18 Saying hi story 3

19. 19 Saying hi story 4

20. 20 Saying hi story 5

21. 21 Activity Select a student and a target behavior. Write a social story addressing the target behavior. Trade with another group. Each group determine the sentence ratio. Return social story. If the sentence ratio does not match the suggested ration by Carol Gray, revise the story.

22. 22 In Conclusion… When designing an effective educational program for students with ASD we recommend… 1.No one strategy or approach will be right for every student 2.We advise that teachers utilize techniques and strategies that offer skill development while simultaneously offering students a sense of personal responsibility, the opportunity to make relevant choices, and the dignity of independence

23. 23 “Not every child has an equal talent or an equal ability or equal motivation; but children have the equal right to develop their talent, their ability, and their motivation.” -John F. Kennedy