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Social stories
Craig DomanskiCaldwell College
PS 572--Teaching Language and Social Skills to Children with Autism
Social stories
Craig DomanskiCaldwell College
PS 572--Teaching Language and Social Skills to Children with Autism
OverviewOverview
History Definitions Uses Components Guidelines 4-Term Contingency Example References
History Definitions Uses Components Guidelines 4-Term Contingency Example References
HistoryHistory Developed by Carol Gray
Director of The Gray Center for Social Learning and Understanding in Grand Rapids, Michigan http://www.thegraycenter.org/
Had been a teacher of students with autism and a consultant to public schools for 22 years
First defined in 1991 Has undergone many revisions since then
Present description: “Currently, a Social Story is considered a process that
results in a product for a person with an Autistic Spectrum Disorder.” (Gray, pp. 13-1)
Developed by Carol Gray Director of The Gray Center for Social Learning and
Understanding in Grand Rapids, Michigan http://www.thegraycenter.org/
Had been a teacher of students with autism and a consultant to public schools for 22 years
First defined in 1991 Has undergone many revisions since then
Present description: “Currently, a Social Story is considered a process that
results in a product for a person with an Autistic Spectrum Disorder.” (Gray, pp. 13-1)
Process Must be written with consideration for the
perspective of the child with ASD (Gray, 13-1)
Product Short story in a specialized format Describes a situation, concept, or social skill
Process Must be written with consideration for the
perspective of the child with ASD (Gray, 13-1)
Product Short story in a specialized format Describes a situation, concept, or social skill
What situations are Social Stories written for?
What situations are Social Stories written for?
Are individualized based on the needs of the child Possible uses:
Troubling situations Describe skills that may be in the social or academic curriculums Individualize skills that are taught in a social skills training
setting Break down a goal into manageable steps Describe a classroom routine Acknowledging achievement
First story should be about something that the child is successful in doing Helps to identify with the story (Gray, pp. 13-2)
Are individualized based on the needs of the child Possible uses:
Troubling situations Describe skills that may be in the social or academic curriculums Individualize skills that are taught in a social skills training
setting Break down a goal into manageable steps Describe a classroom routine Acknowledging achievement
First story should be about something that the child is successful in doing Helps to identify with the story (Gray, pp. 13-2)
Components of a social storyComponents of a social story
Descriptive statements Backbone of the story
The “logic” and “accuracy” of the story that might be “reassuring to those who are overwhelmed by social concepts and situations.” (Gray, 13-2)
Factual statements; no opinions Should be the most frequent types of statements
used
Descriptive statements Backbone of the story
The “logic” and “accuracy” of the story that might be “reassuring to those who are overwhelmed by social concepts and situations.” (Gray, 13-2)
Factual statements; no opinions Should be the most frequent types of statements
used
Examples of descriptive statements
Examples of descriptive statements
“My name is Craig.” “I work in a school.” “It’s hot during the summer.”
“My name is Craig.” “I work in a school.” “It’s hot during the summer.”
Perspective statements The “heart” of the story Describe feelings, opinions, thoughts that are involved
in a situation The invisible (but important) aspects of a social situation
Rarely used to describe the internal events in the child with autism Used most often to refer to the other people in the story
Perspective statements The “heart” of the story Describe feelings, opinions, thoughts that are involved
in a situation The invisible (but important) aspects of a social situation
Rarely used to describe the internal events in the child with autism Used most often to refer to the other people in the story
Examples of perspective statements
Examples of perspective statements
“My friends like to play on the playground.”
“The teacher knows the answer to the math homework.”
“Sometimes, people feel tired when they stay up late.”
“My friends like to play on the playground.”
“The teacher knows the answer to the math homework.”
“Sometimes, people feel tired when they stay up late.”
Directive statements Name the desired response or list of possible
responses Tell the child what to do in a situation Often begin with, “I will try…” or “I can…”
Avoids being taken too literally for fear of child not knowing there’s any wiggle room
Must be written with much consideration
Directive statements Name the desired response or list of possible
responses Tell the child what to do in a situation Often begin with, “I will try…” or “I can…”
Avoids being taken too literally for fear of child not knowing there’s any wiggle room
Must be written with much consideration
Examples of directive statementsExamples of directive statements
“I will try to raise my hand.” “I can try to share the toys with my
friends.” “I can decide to play with blocks, read a
book, or color a picture.” Offers a list of choices
“I will try to raise my hand.” “I can try to share the toys with my
friends.” “I can decide to play with blocks, read a
book, or color a picture.” Offers a list of choices
Affirmative statements Express a common opinion about an element of
the situation Usually accompany another type of statement
in the story Basically used to:
Stress an important point Refer to a rule Reassure the reader
Affirmative statements Express a common opinion about an element of
the situation Usually accompany another type of statement
in the story Basically used to:
Stress an important point Refer to a rule Reassure the reader
Examples of affirmative statements
Examples of affirmative statements
“It’s a good idea to …” “It’s ok to…” “<I can ask a friend for his toy.> That’s the
right thing to do.”
“It’s a good idea to …” “It’s ok to…” “<I can ask a friend for his toy.> That’s the
right thing to do.”
Partial statements Fill-in statements that allow the child to
actively participate in the story Helps to show that the child comprehends to
story
Partial statements Fill-in statements that allow the child to
actively participate in the story Helps to show that the child comprehends to
story
Examples of partial statementsExamples of partial statements
“If I share, my friends will be so _____.” “Mom and Dad will be so ____ if I go to
bed like a big kid.”
“If I share, my friends will be so _____.” “Mom and Dad will be so ____ if I go to
bed like a big kid.”
The Social Story RatioThe Social Story Ratio
Applied to the story as a whole Desired ratio is:
0-1 directive statements
2-5 descriptive, perspective, and/or affirmative statements
Applied to the story as a whole Desired ratio is:
0-1 directive statements
2-5 descriptive, perspective, and/or affirmative statements
Other kinds of statementsOther kinds of statements
Control sentences Identify strategies that the learner can use in a troubling
situation “When someone says, ‘I changed my mind,’ I can think the
idea is getting better--like a caterpillar turning into a butterfly.” (Gray, 13-4)
Cooperative sentences Identifies the people that will help the child, and how
they will help “Mom and Dad can help me take deep breaths when I’m
upset.”
Control sentences Identify strategies that the learner can use in a troubling
situation “When someone says, ‘I changed my mind,’ I can think the
idea is getting better--like a caterpillar turning into a butterfly.” (Gray, 13-4)
Cooperative sentences Identifies the people that will help the child, and how
they will help “Mom and Dad can help me take deep breaths when I’m
upset.”
GuidelinesGuidelines
Step 1: Picture the goal Important to depict all relevant information that
will occur in a social situation Use text and illustrations; be concrete
Step 2: Gather information Include where and when the situation occurs,
who is involved, how events are sequenced, what occurs, and why it occurs
Step 1: Picture the goal Important to depict all relevant information that
will occur in a social situation Use text and illustrations; be concrete
Step 2: Gather information Include where and when the situation occurs,
who is involved, how events are sequenced, what occurs, and why it occurs
Step 3: Individualize the text Remember the learning styles, needs, interests,
and abilities of the target student Always use positive statements
Step 4: Teach with the title Should state the overall gist of the story
I.e., “Mike Ties his Shoes”
Step 3: Individualize the text Remember the learning styles, needs, interests,
and abilities of the target student Always use positive statements
Step 4: Teach with the title Should state the overall gist of the story
I.e., “Mike Ties his Shoes”
How to implement a Social StoryHow to implement a Social Story
Introducing the story Most important element in implementation Introduced in a relaxed setting
Using it punitively is not recommended
Reviewing the story “This is perhaps the most important element in the
implementation of a social story.” (Gray, 13-8) Share joint attention with the child on the story Have multiple people review the story with the child
Encourages generalization
Introducing the story Most important element in implementation Introduced in a relaxed setting
Using it punitively is not recommended
Reviewing the story “This is perhaps the most important element in the
implementation of a social story.” (Gray, 13-8) Share joint attention with the child on the story Have multiple people review the story with the child
Encourages generalization
Fading the story “Experience indicates it may not be possible, or
advisable, to fade a Social Story from use.” (Gray, pp. 13-9)
Re-write it with systematic omissions Use partial statements
Review it less frequently
Fading the story “Experience indicates it may not be possible, or
advisable, to fade a Social Story from use.” (Gray, pp. 13-9)
Re-write it with systematic omissions Use partial statements
Review it less frequently
Where does a Social Story lie in the 4-term contingency?
Where does a Social Story lie in the 4-term contingency?
(Social Story for sharing a toy)
Contextual stimulus SD Response Consequence
Play setting Peer asks for toy Student shares Praise Peer present Social Story
NOTE: A Social Story would technically be considered a stimulus prompt, which occurs simultaneously (or in this case, just prior to) the SD
(Social Story for sharing a toy)
Contextual stimulus SD Response Consequence
Play setting Peer asks for toy Student shares Praise Peer present Social Story
NOTE: A Social Story would technically be considered a stimulus prompt, which occurs simultaneously (or in this case, just prior to) the SD
Example of a Social Story:Craig works hard in schoolExample of a Social Story:Craig works hard in school
Hi, my name is Craig.
<descriptive statement>
Hi, my name is Craig.
<descriptive statement>
I’m a big kid in Dr. Reeve’s PS 572 class at Caldwell College. <descriptive statement>
I’m a big kid in Dr. Reeve’s PS 572 class at Caldwell College. <descriptive statement>
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
The students in class think that class is hard. <perspective statement>
In class, there is a lot of work. <descriptive statement>
The students in class think that class is hard. <perspective statement>
In class, there is a lot of work. <descriptive statement>
So much work makes me sad.
When I get sad about too much work, it’s a good idea to: <affirmative statement>
1. Stop
2. Take a deep breath
3. Ask for a break
So much work makes me sad.
When I get sad about too much work, it’s a good idea to: <affirmative statement>
1. Stop
2. Take a deep breath
3. Ask for a break
Doing my work is important. <affirmative statement>
Dr. Reeve will be so happy if I do all my work. <perspective statement>
Doing my work is important. <affirmative statement>
Dr. Reeve will be so happy if I do all my work. <perspective statement>
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
If I do a good job in class, Dr. Reeve will let me graduate. I can do it! I can graduate from Caldwell College!!! <affirmative statement>
If I do a good job in class, Dr. Reeve will let me graduate. I can do it! I can graduate from Caldwell College!!! <affirmative statement>
ReferencesReferences
Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, Inc.
Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173-182.
Thiemann, K.S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
Weiss, M.J. (2008, June). Teaching children with autistic spectrum disorders. Presentation given for Teaching Language and Social Skills to Children with Autism, Caldwell College.
Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, Inc.
Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173-182.
Thiemann, K.S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
Weiss, M.J. (2008, June). Teaching children with autistic spectrum disorders. Presentation given for Teaching Language and Social Skills to Children with Autism, Caldwell College.
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