1. 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.

2. Wearing seat belts When 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.

3. 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

4. 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

5. Taking turns to lead My name is Elliot. I am in class 2. When we move in and out of the classroom we usually line up. The person at the front of the line is the leader. Sometimes I will be the leader, sometimes it will be somebody else. I like being the leader. Other children like being the leader too. I will try to let other children be the leader on some days. The other children will be happy when it is their turn to be leader. It is good to take turns to be leader.

6. 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.

7. 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.

8. Looking while listening When 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.

9. 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.

10. 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.

11. 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.

12. 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

13. Work Experience All my class are going on work experience soon. We are all deciding what we would like to do for our work experience. Work experience will help me decide what I want to do when I leave school. I will be visiting my work placement with Mrs Wyatt before I start. I will meet some people I will work with. It will be helpful if I tell them my name and say hello. When they talk to me, I will try to look at them. When I answer them, I will look at them too. Most people like it if I do this looking, listening and talking.

14. I am going to Musco Industries for two weeks. When I go there, I will not wear my school uniform, as I might get it dirty. I will have to be there at 9 o’clock. I am taking a packed lunch to eat in the canteen with the others. There is a morning break and an afternoon break, where I can buy biscuits or chocolate, so I will need some money. If I need any help, I have a work buddy called Ruth who will be available. I will have a daily timetable to tell me what to do each day. The people at work will like it when I follow the timetable. If I am worried, I will try to talk to Ruth during breaks.

15. Before writing the Social Story Identify the social situation Talk to adults involved  include discussion of previous strategies Observation Interviewing the pupil

16. 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 1 st or 3 rd person perspective. 5. Uses positive language

17. 6.Always contain descriptive sentences and may contain other types of sentence. 7. Follows the social story ratio 8. Is tailored to the audience and usually literally accurate 9. May include carefully selected illustrations. 10. Has a precise title.

18. Types of sentence Descriptive Sentences Perspective Sentences Directive Sentences Sentence ratio= 1 directive : 2-5 descriptive/perspective.

19. 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

20. 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.

21. 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

22. 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.

23. 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. _______________________________________________

24. 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. ______________________________________________

25. 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.

26. 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.

27. 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.