HOW TO WRITE SOCIAL STORIES

ECSE 604-Summer 2015

Day 9: July 6th, 2015

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Carol Gray: What are Social Stories(TM)? Video

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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

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Why use Social Stories?

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Why else?

Present information visually.

“Misbehavior” = Confusion“You should know better!”

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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/

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Who and What is the Topic?

Who = The Individual Student!

What = The Specific Need(s) of the Student

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Getting Ready to Write

Identify the target behavior

Observe the target behaviorHow do peers reactHow do parents reactHow do teachers react

What is the student not understanding?

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Differing Situations

Home School Library, Art, P.E., Music Playground Restaurant Field Trip to Zoo ANYWHERE!

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Types of Sentences

Descriptive Perspective Directive Control Predictive

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Descriptive Sentences

Describe the targeted situation from the student’s perspective

Define terms Provide concrete explanations

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Descriptive Examples

“Students sit in their seat at circle time.” “There are lots of students in the

classroom.” “Mom makes me food.”

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Perspective Sentences

Explain how others might feel or react Describe other’s “internal state”

ThoughtsFeelingsBeliefsOpinionsPhysical state/health

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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.”

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Directive Sentences

Explain what is expected Cues Direct child’s behavior CLEAR directive statements May be stated as a choice.

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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]

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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!

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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!

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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.

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Control Sentences

Written by the student Identify strategies that the student can

use to remember the information from the story

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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.”

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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.

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Predictive Sentences

Allow the student to make prediction regarding what should happen next

Teacher/Parent writes the beginning and the student completes it

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Predictive Examples

“When I have to wait my turn I feel…” “When my sister takes my food I feel….”

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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

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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

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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!

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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)

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Illustrations

Consider carefully, students can be literal. Example: Sad vs. Crying? --->

Student’s pictures Motivating illustrations

Favorite characters/themesExamples:

○ Cars ○ Street Signs○ Frozen

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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.

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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

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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 lessDecrease the “cues” associated

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All Done

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