Autism Spectrum Team Social Stories A technique to Develop Social Understanding AS Team

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<ul><li> Slide 1 </li> <li> Slide 2 </li> <li> Autism Spectrum Team Social Stories </li> <li> Slide 3 </li> <li> A technique to Develop Social Understanding AS Team </li> <li> Slide 4 </li> <li> Social Understanding People with an Autistic Spectrum Condition find it difficult to make sense of the world around them. This includes the behaviours and activities of those who inhabit their world Why? </li> <li> Slide 5 </li> <li> The Triad Social Relationships Thought and Imagination Social Communication Differences in: </li> <li> Slide 6 </li> <li> Theory of Mind Many do not realize that other people have their own thoughts, plans and points of view. Often lacks common sense when making social decisions. May not be able to anticipate what others will say or do in various social situations. Lack of Theory of Mind Mind blindness. </li> <li> Slide 7 </li> <li> Central Coherence Seeing the trees, not the wood An inability to see the whole picture Focus on details </li> <li> Slide 8 </li> <li> Executive Function The ability to maintain direction and focus in order to achieve a goal. Poor organisational abilities Often may be passive or impulsive </li> <li> Slide 9 </li> <li> Personal Autobiographical Memory Experiencing self Excellent rote memories for facts, road routes, places No memory of social situations and their roles in them </li> <li> Slide 10 </li> <li> Why use social stories Many programmes on the market are aimed at increasing social awareness/ skills. E.g SULP, Talkabout, Socially Speaking. Often group work and in created situations Social Stories provide a useful addition to the toolkit. Are individualised and infinitely flexible to the needs of the child </li> <li> Slide 11 </li> <li> What is a Social Story? A tool for teaching social skills to people with Autism Originated in USA in 1993 Initiated and developed by Carol Gray Designed to help people with ASD read social situations Aim to provide individual with information about a confusing social situation Can be personalised to meet individuals needs </li> <li> Slide 12 </li> <li> Aims of Social Stories To describe a social situation clearly and unambiguously. To describe the perspective of others involved To personalise or emphasize social skills needs in that situation Translate goals into understandable steps To give support to the young person using appropriate behaviours </li> <li> Slide 13 </li> <li> Social Stories In social situations it answers questions WHEN? WHERE? WHO? WHAT? WHY? </li> <li> Slide 14 </li> <li> How to write a Social Story 1. Picture the goal 2. Gather accurate information 3. Tailor the text </li> <li> Slide 15 </li> <li> Guidelines Introduction, body and conclusion. Answer the wh questions Calming reassuring quality to the story. Social Story ratio Write in first person and use present tense Older children may prefer 3 rd person Positive language Literal accuracy. Easy text. Motivating format. </li> <li> Slide 16 </li> <li> Guidelines Avoid terms like- Always: use sometimes and usually. Different : another Change : replace New : better or another Will not : Try not Describe desired responses not problem behaviour. Why not start with one about success Illustrations </li> <li> Slide 17 </li> <li> Social stories There are five types of sentences used in Social Stories Descriptive sentences Perspective sentences Affirmative sentences Directive sentences Control sentences </li> <li> Slide 18 </li> <li> Descriptive Sentence Descriptive Sentence (who,where, what they are doing and why they may be doing it) Sometimes a person says, Ive changed my mind. </li> <li> Slide 19 </li> <li> Perspective Sentence Perspective Sentence ( provides details about the emotions and thoughts of others) This means they had one idea, but now they have a new idea. </li> <li> Slide 20 </li> <li> Affirmative Sentence Affirmative Sentence ( Contributes to the reassuring quality of the story) This can be a good thing to do </li> <li> Slide 21 </li> <li> Directive Sentence Directive Sentence ( Suggests the desired response tailored to the individual) I will try to work on staying calm when someone changes their mind </li> <li> Slide 22 </li> <li> Control Sentence Control Sentence (Strategies to remember appropriate response) When someone says, Ive changed my mind I can think of someone writing something down, rubbing it out and writing something new. </li> <li> Slide 23 </li> <li> Implementing a Social Story Observe and assess the situation Consider the individuals perspective and avoid assumptions Eliminate distraction; position self alongside and slightly behind the individual. Read through twice with the individual. The person then reads it regularly. </li> <li> Slide 24 </li> <li> Other Ideas Audiotape/ recordable CD Video tape Powerpoint Digital photos </li> <li> Slide 25 </li> <li> A story can be faded by; Reducing the number of times a story is read. Rewriting the story, gradually removing directive sentences from the story. Social Stories are individualised to the specific needs of the person for whom the story is written. </li> <li> Slide 26 </li> <li> Example 1 When I feel cross </li> <li> Slide 27 </li> <li> I play with my brother I play all sorts of things with him. </li> <li> Slide 28 </li> <li> Sometimes I feel cross </li> <li> Slide 29 </li> <li> And sometimes I pinch my brother This is not a good thing to do. </li> <li> Slide 30 </li> <li> I hurt my brother when I do this. This is not a good thing to do. </li> <li> Slide 31 </li> <li> Its OK to feel cross. </li> <li> Slide 32 </li> <li> When I feel cross, I can tell Mummy or Daddy Mummy or Daddy can help me. </li> <li> Slide 33 </li> <li> I will try to tell Mummy or Daddy when I feel cross inside. I am cross </li> <li> Slide 34 </li> <li> Example 2 The Car Story </li> <li> Slide 35 </li> <li> When I ride in the car When I ride in the car I wear my seat belt. I try to sit quietly. I can look out of the window or listen to the radio. </li> <li> Slide 36 </li> <li> I sit with my hands on my lap. When the car stops I wait for mummy to walk around and open my door. </li> <li> Slide 37 </li> <li> I wait for mummy to take off my seat belt I hold mummys hand while we walk. It is safe to hold hands with my mummy while we walk. </li> <li> Slide 38 </li> <li> Example 3 Making Eye Contact </li> <li> Slide 39 </li> <li> Making eye contact I talk to lots of different people and they like talking to me. Usually when people talk to one another they look at the other person. This is called making eye contact and it shows that they are listening to each other. Most people like it if you look at them when you are talking to them, it makes them feel comfortable. </li> <li> Slide 40 </li> <li> Making eye Contact Sometimes I find it difficult to look at another persons eyes and they may think that I am not listening to them. If I try to look at the space between their eyes, just above their nose, then they will know that I am listening to them and we can talk together. It will make the other person happy to think that I am looking at them and listening. I will try to look at the space between peoples eyes when we are talking and then we can have a good conversation. </li> <li> Slide 41 </li> <li> What if they dont work Consider: Is it a bossy story? Is it too open to potential changes? Is there a lack of visual clues? Lack of individualisation? Targets or Aims not appropriate? Young person may not like content. Try again!! </li> </ul>