1. ECSE 604-Summer 2015 Day 9: July 6 th, 2015

2. Carol Gray: What are Social Stories(TM)? Video 6/29/15Heather Coleman ECSE 604-Summer 20152

3.  Access and participation in classroom activities, including literacy activities!  Help children cope with new or challenging situations  Behave in a socially appropriate way  Communicate feelings appropriately  Easy for Parent-Use  Evidence-based 6/29/15Heather Coleman ECSE 604-Summer 20153 Why use Social Stories?

4. Why else?  Present information visually.  “Misbehavior” = Confusion “You should know better!” 6/29/15Heather Coleman ECSE 604-Summer 20154

5. Evidence-Based?  Mixed Results…  Social Narratives are identified as an Evidence-Based Practice by the National Professional Development Center on Autism Spectrum Disorders (see PDF on RamPage)  “Social Stories met the criteria for evidence-based practice, the effectiveness of Social Stories as an intervention for improving social skills is questionable.”  “Limited evidence of maintenance and generalizability.”  See the American Speech-Language-Hearing Association Evidence Map: http://ncepmaps.org/autism/tx/cognition- language/social-stories/ 6/29/15Heather Coleman ECSE 604-Summer 20155

6. Who and What is the Topic?  Who = The Individual Student!  What = The Specific Need(s) of the Student 6/29/15Heather Coleman ECSE 604-Summer 20156

7. Getting Ready to Write  Identify the target behavior  Observe the target behavior How do peers react How do parents react How do teachers react  What is the student not understanding? 6/29/15Heather Coleman ECSE 604-Summer 20157

8. Differing Situations  Home  School  Library, Art, P.E., Music  Playground  Restaurant  Field Trip to Zoo  ANYWHERE! 6/29/15Heather Coleman ECSE 604-Summer 20158

9. Types of Sentences  Descriptive  Perspective  Directive  Control  Predictive 6/29/15Heather Coleman ECSE 604-Summer 20159

10. Descriptive Sentences  Describe the targeted situation from the student’s perspective  Define terms  Provide concrete explanations 6/29/15Heather Coleman ECSE 604-Summer 201510

11. Descriptive Examples  “Students sit in their seat at circle time.”  “There are lots of students in the classroom.”  “Mom makes me food.” 6/29/15Heather Coleman ECSE 604-Summer 201511

12. Perspective Sentences  Explain how others might feel or react  Describe other’s “internal state” Thoughts Feelings Beliefs Opinions Physical state/health 6/29/15Heather Coleman ECSE 604-Summer 201512

13. Perspective Examples  “My friends get upset when it is noisy in class.”  “Sometimes my mom gets mad.”  “My sister really likes my food and toys.” 6/29/15Heather Coleman ECSE 604-Summer 201513

14. Directive Sentences  Explain what is expected  Cues  Direct child’s behavior  CLEAR directive statements  May be stated as a choice. 6/29/15Heather Coleman ECSE 604-Summer 201514

15. Directive Examples  “I will try to stay in my seat at circle.”  “I might say, ‘that’s my food.’”  “I might say, ‘My turn?’”  “On the playground, I can swing, I can slide, I can run, I can play with friends.”  “When reading the story I can choose what character: the owl, the fox, the bear, or the mouse.” [easily adapted depending on the story] 6/29/15Heather Coleman ECSE 604-Summer 201515

16. Sample- At the Library  I go to the library at school.  Everyone is quiet.  I will be quiet.  I will listen to Ms. Smith.  I will pick a book.  I will check out my book.  Time to go! 6/29/15Heather Coleman ECSE 604-Summer 201516

17. Sample- Reading The Mitten  We read stories at circle time.  Everyone gets a turn.  I will pick a character. Owl, Fox, Bear, Mouse  I will listen to Ms. Coleman read.  I will wait my turn.  When it’s my turn I get to bring Ms. Coleman the character! 6/29/15Heather Coleman ECSE 604-Summer 201517

18. Sample- At Chick-Fil-A  I love Chick-Fil-A!  My mom and dad drive me to chick-fil-a.  I wait in line.  I get my food.  I sit in the chair.  I eat my food.  When mom or dad say “all done” I get to play!  When mom or dad say “time to go” we get in the car. 6/29/15Heather Coleman ECSE 604-Summer 201518

19. Control Sentences  Written by the student  Identify strategies that the student can use to remember the information from the story 6/29/15Heather Coleman ECSE 604-Summer 201519

20. Control Examples  “When my friends sit in their seat during circle, I know it’s time to sit in mine.”  “When everyone has their shoes off in the Chick-fil-A play place, I know I have to take mine off.” 6/29/15Heather Coleman ECSE 604-Summer 201520

21. Sample- The Loud Bell  The bell is very loud.  During circle time when my teacher points to the clock: The bell will ring. I can cover my ears.  When it stops, it is time to get on the bus. 6/29/15Heather Coleman ECSE 604-Summer 201521

22. Predictive Sentences  Allow the student to make prediction regarding what should happen next  Teacher/Parent writes the beginning and the student completes it 6/29/15Heather Coleman ECSE 604-Summer 201522

23. Predictive Examples  “When I have to wait my turn I feel…”  “When my sister takes my food I feel….” 6/29/15Heather Coleman ECSE 604-Summer 201523

24. Caution!  Use 2 to 5 descriptive and perspective sentences for each directive, control, or predictive sentences  Social stories HELP students learn, not just tell them what to do 6/29/15Heather Coleman ECSE 604-Summer 201524

25. Types of Social Stories  Clarify social rules  Teaching a social skill or applying skills in a new situation  Preparing for a new experience  Describing routines and/or changes in the routine  Helping the child understand and express feelings  Helping the child understand how their behaviors affects others 6/29/15Heather Coleman ECSE 604-Summer 201525

26. Types of Social Stories [cont]  Academic skills and work Participation and access in literacy and other academic activities  Breaking down a goal into smaller, understandable steps  Describing a situation in which the student is doing well! 6/29/15Heather Coleman ECSE 604-Summer 201526

27. Let’s Get Writing!  Positive Wording!  Written at or below the child’s comprehension level. Independent reading!  “Always” is always implied, consider using “sometimes” or “usually” or build in choices.  Personalize the story.  Utilize student’s interests: favorite locations, toys, activities, writing style (Brown Bear) 6/29/15Heather Coleman ECSE 604-Summer 201527

28. Illustrations  Consider carefully, students can be literal. Example: Sad vs. Crying? --->  Student’s pictures  Motivating illustrations Favorite characters/themes Examples: ○ Cars ○ Street Signs ○ Frozen 6/29/15Heather Coleman ECSE 604-Summer 201528

29. Introduce the Story  Depending on student/story: large group or individualized.  Limit other distractions.  Individualized: Sit beside student (slightly behind) to focus on story. Share with other students. 6/29/15Heather Coleman ECSE 604-Summer 201529

30. Make a Plan Reading the Story:  Adult reads the story to the student  Student reads the story  Student listens to a recording of the story  Once a day before the targeted activity (more if necessary)  Revise if Necessary 6/29/15Heather Coleman ECSE 604-Summer 201530

31. Fading….  Fading- decreasing the use of the story  May or may not be necessary to fade depending on the student’s needs.  Methods: Rewrite Review/read the story less Decrease the “cues” associated 6/29/15Heather Coleman ECSE 604-Summer 201531

32. All Done 6/29/15Heather Coleman ECSE 604-Summer 201532