1. Social StoriesTM, Power Cards, and Comic Strips
Mandy Reinke
Educational Autism Consultant

2. 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

3. 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. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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______

12. 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

13. 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

14. 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

15. 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)

16. 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

17. 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.)

18. 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.

19. 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

20. 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

21. 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

22. 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

23. 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!

24. 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)

25. 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

26. 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

27. 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

28. 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