Social StoriesSocial Stories

An unique opportunity to An unique opportunity to promote change in children promote change in children

with with

socialization skill deficitssocialization skill deficits

Social Stories have been utilized in home and school programs for children with autism with increasing frequency.

A social story is essentially a story that is simplified in order to explain a given event, sequence, setting, etc. for a child, usually a child with a disability (Carol Gray, 2000).

Usually this story uses simple sentences that give a break down, or a task analysis, of an event. (e.g. riding in an elevator, going to the movies, taking a picture).

The type of story or the focus of the story that is used is dependent upon the needs of the child. Social stories can be created to work with the needs of each individual child.

What Is a Social Story?What Is a Social Story?

A Social Story:A Social Story:

is a simple method that may be used is a simple method that may be used at home, at school, or in the at home, at school, or in the community to teach or maintain community to teach or maintain social skillssocial skills, , daily living skillsdaily living skills, or , or behavior management skillsbehavior management skills of of students with socialization skill deficits.students with socialization skill deficits.

addresses specific situations by addresses specific situations by teaching the student appropriate teaching the student appropriate behaviors and responses; for example: behaviors and responses; for example:

how to cope with changes in routine how to cope with changes in routine

how to get along with peers how to get along with peers

how to work in the classroom how to work in the classroom

provides: provides:

an explanation of detailed social an explanation of detailed social

information, such as guidelines for information, such as guidelines for

waiting a turn in conversation, sharing, waiting a turn in conversation, sharing,

or demonstrating good manners.or demonstrating good manners.

provides:provides:

desired responses instead of problem desired responses instead of problem

behaviors, such as shutting down and behaviors, such as shutting down and

not benefiting from a field trip because not benefiting from a field trip because

it is not routine, tantruming when a it is not routine, tantruming when a

babysitter comes over, or being babysitter comes over, or being

impolite at a birthday party because impolite at a birthday party because

somebody bumped into a child.somebody bumped into a child.

Possible purposes of a social Possible purposes of a social story…story…

To describe social situations and appropriate responses To describe social situations and appropriate responses

To correct student responses to a social situation in a To correct student responses to a social situation in a

nonthreatening manner nonthreatening manner

To personalize instruction for each student To personalize instruction for each student

To break goals into easy steps To break goals into easy steps

To teach routines for better retention and generalization To teach routines for better retention and generalization

To help the student cope with both expected and To help the student cope with both expected and

unexpected unexpected transitionstransitions

To address a wide variety of problem behaviors (i.e., To address a wide variety of problem behaviors (i.e.,

aggression, fear, obsessions) aggression, fear, obsessions)

How to Get StartedHow to Get Started1.1. Identify the Identify the target behaviortarget behavior you wish change or you wish change or

maintain. Focus on writing the social story maintain. Focus on writing the social story about the behavior you want the individual to about the behavior you want the individual to learn or increase.learn or increase.

ExamplesExamples Johnny is a first grader diagnosed with autism. He spends the Johnny is a first grader diagnosed with autism. He spends the

majority of his school day in the general education classroom majority of his school day in the general education classroom with paraprofessional support and a modified curriculum. with paraprofessional support and a modified curriculum. Because Johnny is not able to ask others for what he wants, Because Johnny is not able to ask others for what he wants, sometimes when he wants a toy another is playing with, he sometimes when he wants a toy another is playing with, he simply goes over and takes it from the other child.simply goes over and takes it from the other child.

Betsy is a seventh grader who has Asperger Syndrome. She Betsy is a seventh grader who has Asperger Syndrome. She loves to study different types of birds and is constantly talking loves to study different types of birds and is constantly talking to her peers about birds even when they show no interest. to her peers about birds even when they show no interest. Sometimes her conversations about birds get her in trouble at Sometimes her conversations about birds get her in trouble at school because she is totally unaware of when it is school because she is totally unaware of when it is inappropriate to engage in such conversations. inappropriate to engage in such conversations.

2.2. Define the target behavior and collect data.Define the target behavior and collect data.… … To make sure the social story is effective, To make sure the social story is effective, everybody including teachers, parents, and the everybody including teachers, parents, and the child need to have an identical understanding of child need to have an identical understanding of what behavior is being targeted. This means that what behavior is being targeted. This means that specific descriptive and measurable information specific descriptive and measurable information must be noted.must be noted.

ExamplesExamples

To measure Johnny’s toy-grabbing behavior, a tally mark is To measure Johnny’s toy-grabbing behavior, a tally mark is placed on a sheet of paper each time Johnny grabs a toy placed on a sheet of paper each time Johnny grabs a toy from a peer. Then the number of tally marks are totaled on from a peer. Then the number of tally marks are totaled on a separate sheet of paper. This type of data collection can a separate sheet of paper. This type of data collection can last for 3 to 5 days or even longer until sufficient last for 3 to 5 days or even longer until sufficient information has been gathered.information has been gathered.

To measure the number of times Betsy engages in To measure the number of times Betsy engages in inappropriate conversations about birds, the teacher puts a inappropriate conversations about birds, the teacher puts a tally mark for each time that Betsy initiates a conversation tally mark for each time that Betsy initiates a conversation about birds and/or does not allow for reciprocity. about birds and/or does not allow for reciprocity.

3.3. Complete the following steps to develop Complete the following steps to develop an effective social story.an effective social story.

Observe situations that often present problem Observe situations that often present problem behaviors. behaviors.

Ask the student for her perspective of the specific Ask the student for her perspective of the specific situation. situation.

Interview teachers, parents, and members of the Interview teachers, parents, and members of the community concerning the student’s behavior (see community concerning the student’s behavior (see example questions at bottom of page). example questions at bottom of page).

Gather information about the child’s interests, Gather information about the child’s interests, abilities, impairments, and abilities, impairments, and motivating factorsmotivating factors. .

Determine the topics for the social story. Determine the topics for the social story. If possible, videotape the situation. Afterwards If possible, videotape the situation. Afterwards

watch and discuss it with the child to determine his watch and discuss it with the child to determine his perspective of the behavior and why it occurs. perspective of the behavior and why it occurs.

Example questions to determine target behaviorExample questions to determine target behavior

1.1. Does the behavior ever occur following a request to Does the behavior ever occur following a request to perform a difficult task? perform a difficult task?

2.2. Does the behavior ever occur when the students wants to Does the behavior ever occur when the students wants to get a toy, food, or activity that she has been told she get a toy, food, or activity that she has been told she cannot have? cannot have?

3.3. Does it appear as if the child enjoys performing the Does it appear as if the child enjoys performing the behavior? (It feels, tastes, looks, smells, and/or sounds behavior? (It feels, tastes, looks, smells, and/or sounds pleasing.) pleasing.)

4.4. When the behavior occurs, does the child seem calm and When the behavior occurs, does the child seem calm and unaware of anything else going on around him? unaware of anything else going on around him?

5.5. Does the behavior occur whenever you stop attending to Does the behavior occur whenever you stop attending to the child? the child?

6.6. Would the behavior occur repeatedly in the same way for Would the behavior occur repeatedly in the same way for very long periods of time, if no one was around? (For very long periods of time, if no one was around? (For example, rocking back and forth for over an hour.) example, rocking back and forth for over an hour.)

Formula for Developing a Social StoryFormula for Developing a Social Story

The four types of The four types of sentences:sentences:

1. 1. DescriptiveDescriptive – tells where situations – tells where situations occur, who is involved, what they are occur, who is involved, what they are doing, and why.doing, and why.

Example: "At recess, there are many Example: "At recess, there are many children playing with the ball.“children playing with the ball.“

2. Perspective2. Perspective – describes the – describes the reactions and feelings of the student reactions and feelings of the student and of other people.and of other people.

Example: "When I take the ball Example: "When I take the ball without asking, it makes the other without asking, it makes the other children angry.“children angry.“

3. Directive3. Directive – tells student what to – tells student what to do.do.

Example: "When I want to play with Example: "When I want to play with the ball, I will ask the other children the ball, I will ask the other children first.“first.“

4. Control4. Control – after the social story is – after the social story is read, the student writes sentences to read, the student writes sentences to help her remember the information help her remember the information from the social story (often from the social story (often considered optional).considered optional).

Example: The student writes, "It can Example: The student writes, "It can make other children angry if I take make other children angry if I take the ball without asking."the ball without asking."

According to Carol Grey, a According to Carol Grey, a good social story includes the good social story includes the following characteristics:following characteristics:

One directive or control statement for One directive or control statement for every two to five descriptive and/or every two to five descriptive and/or perspective statements. The story may not perspective statements. The story may not include a directive sentence. Choose the include a directive sentence. Choose the number of sentences to go on each page, number of sentences to go on each page, according to the child’s functioning level. according to the child’s functioning level.

One to three sentences per page may One to three sentences per page may be appropriate for some students; be appropriate for some students; however, if the student is higher however, if the student is higher functioning, more sentences may be functioning, more sentences may be used. In fact, a social story for a child used. In fact, a social story for a child with Asperger Syndrome may be text with Asperger Syndrome may be text only and fill one half to a full page. only and fill one half to a full page.

To facilitate the child’s To facilitate the child’s understanding of the social story, understanding of the social story, you may want to address only one you may want to address only one concept per page, depending on the concept per page, depending on the child's cognitive skills. child's cognitive skills.

Social stories can be written in book Social stories can be written in book format, bound or placed in a notebook. format, bound or placed in a notebook. However, they can also be written on However, they can also be written on poster board, cardboard, laminated poster board, cardboard, laminated paper, or on a chalk-board.paper, or on a chalk-board.

Photographs, hand-drawn Photographs, hand-drawn illustrations, or pictorial icons can illustrations, or pictorial icons can help aid in student's understanding help aid in student's understanding the social story. Some children are the social story. Some children are distracted by pictures or may have distracted by pictures or may have difficulty generalizing from a picture. difficulty generalizing from a picture.

Every day I like to play with the toys in my classroom. (Descriptive)

Page one

This is a time to share and be with other children. (Perspective)

Page two

Sometimes a child is playing with a toy I want. (Perspective)

Page three

If I want that toy, I should ask first. I can say, "May I play with that toy?" or "When you are finished with that toy, can I play with it?" (Directive)

Page four

Johnny’s Social Story

If the child says no, I can play with a different toy and wait until the toy I want is available. (Directive)

Page five

When I play, I will try to share and have fun. (Directive)

Page six

Betsy’s Social StoryBetsy’s Social Story

I think that birds are very exciting to talk about. (Perspective)I like to tell people what I know about birds. (Perspective)Sometimes my friends like to talk to me about other things. (Perspective)It is important that I listen to them talk about other topics too. (Directive)

Page one

It makes other people feel good when I listen to and comment on what they’re saying. (Perspective)I should also listen to the teacher during class and talk about what the teacher is talking about. (Directive)During recess, I can talk to Mrs. Smith for five minutes about birds. (Descriptive)I can tell a friend four things about birds, and then I need to ask her about something that she is interested in. (Descriptive)

Page two

How to Put a Social Story Into How to Put a Social Story Into PracticePractice

How to use a social story:How to use a social story:

Read the story to the child in a Read the story to the child in a location with few distractions. location with few distractions.

Briefly explain the importance of a Briefly explain the importance of a social story. social story. For example, discuss with Johnny the For example, discuss with Johnny the

importance of sharing – making friends, importance of sharing – making friends, getting along. getting along.

Read through the story once or twice Read through the story once or twice and, when necessary, model the and, when necessary, model the desired behavior. desired behavior. For example, after reading with Johnny For example, after reading with Johnny

his social story on sharing, the adult his social story on sharing, the adult plays with one of Johnny’s favorite toys. plays with one of Johnny’s favorite toys. Johnny is encouraged to ask for the toy Johnny is encouraged to ask for the toy and respond appropriately. and respond appropriately.

If appropriate, create a schedule for If appropriate, create a schedule for the child in which the story is read at the child in which the story is read at the same time and in the same way the same time and in the same way each time. each time.

Read the story just prior to a situation Read the story just prior to a situation in which the problem behavior is in which the problem behavior is likely to occur, if appropriate. likely to occur, if appropriate.

For example, if Johnny’s problem with toy For example, if Johnny’s problem with toy grabbing occurs mainly at recess, it may grabbing occurs mainly at recess, it may be helpful to read the social story right be helpful to read the social story right before recess each day.before recess each day.

Consider providing opportunities for Consider providing opportunities for the student to read the social story the student to read the social story with other children or adults. with other children or adults.

How to determine if it’s working:How to determine if it’s working:

Observe the student’s behavior and comments Observe the student’s behavior and comments

when the story is presented. when the story is presented.

Conduct ongoing data collection on the child’s Conduct ongoing data collection on the child’s

behavior (Has the child behavior (Has the child acquiredacquired, generalized, and , generalized, and

maintained the new behavior?). maintained the new behavior?).

Compare your observations to those of teachers, Compare your observations to those of teachers,

parents, and others. parents, and others.

Collect data now that the story has been Collect data now that the story has been

implemented and compare the data to the implemented and compare the data to the

previous data. previous data.

If the student has not responded to the social If the student has not responded to the social

story after an appropriate length of time (note: story after an appropriate length of time (note:

this varies by target behavior and the time each this varies by target behavior and the time each

child requires to learn a new skill), review the child requires to learn a new skill), review the

social story and how it has been used. social story and how it has been used.

If modifications are needed, change only If modifications are needed, change only one one

aspect of the social story at a time.aspect of the social story at a time.

For example, change when the story is read; do For example, change when the story is read; do not change the words of the story or who reads not change the words of the story or who reads the story. This helps determine what aspect of the story. This helps determine what aspect of the social story works and does not work with the the social story works and does not work with the child.child.

If Johnny’s social story is read to him before If Johnny’s social story is read to him before recess, he may become too excited and be recess, he may become too excited and be unable to listen to the story. Therefore, maybe unable to listen to the story. Therefore, maybe the story should be read at a different time the story should be read at a different time during the day.during the day.

What to do next:What to do next:

Fade the social story. Fade the social story. By extending the time between readings or By extending the time between readings or

having the student read the story having the student read the story independently.independently.

Work with the student to identify new Work with the student to identify new social skills to address. social skills to address.

Create new social stories that Create new social stories that address other targeted behaviors. address other targeted behaviors.

Help the student continue to generalize Help the student continue to generalize new behaviors. new behaviors. For example, the teacher could help Johnny generalize For example, the teacher could help Johnny generalize

toy grabbing in situations outside of the classroom, such toy grabbing in situations outside of the classroom, such as recess, PE, and music.as recess, PE, and music.

Reintroduce the previous story, as needed. Reintroduce the previous story, as needed. For example, Johnny stopped grabbing toys away from For example, Johnny stopped grabbing toys away from

others for approximately one month. However, the story others for approximately one month. However, the story was reintroduced when the behavior began to reoccur.was reintroduced when the behavior began to reoccur.

SummarySummary

A social story helps students with ASD acquire, generalize, and maintain social skills that make them more successful at school, home and the community.

1. The first step in writing a social story is to identify the target behavior.

2. Write the social story taking care that the vocabulary matches the student's reading/functioning level. If possible, write the story with the student.

3. Format the story to match the learner's age and functioning level. For example, when writing a social story for an early elementary-age student, consider limiting the number of sentences to 1 to 3 per page and use a book-like format. If writing a social story for a high school student who has average to above-average cognitive abilities, consider constructing the story on an 8 1/2" by 11" piece paper using single- or double-space format that resembles an essay.

4. Include any combination of descriptive, perspective, directive, or control sentences.According to Carol Gray, a good rule of thumb is 0-1 directives for 2-5 descriptive/perspective sentences.

5. If needed, use pictures, photographs, or icons to aid comprehension.

6. Construct the social story out of materials appropriate for the child’s developmental level using cardboard, poster board, laminated pages, etc.

Social Story Example 1Social Story Example 1 Scenario 1Rachel is a sixth-grade girl with autism. She is transitioning into seventh grade and is having extreme anxiety about changing schools.

Going to seventh grade is what we all do after we finish sixth grade. (Descriptive)

Page One

Everyone feels nervous about starting a new school year and getting new teachers. (Perspective)

Page two

I will still see a lot of adults and peers I know. (Descriptive) Mrs. Jones will be the secretary and Mrs. Smith will be the nurse. (Descriptive) I will also see my resource teacher, Mrs. Davis each day. (Descriptive)

Page three

I will come to the same school building for seventh grade as I did for sixth grade. (Descriptive)

Page four

My sixth-grade friends will become my

seventh-grade friends. (Descriptive) Page five

Cafeteria time will be the same. (Descriptive) My classes will be different.

(Descriptive) Page six

I will like being a seventh grader and will be happy to come to school. (Perspective)

Page seven

Social Story Example 2Social Story Example 2 Scenario 2Beth is a seventh grader diagnosed with Asperger syndrome who is going to be transitioning to the eighth grade soon. She is experiencing some anxiety about the move.

There are many types of teachers in middle school. (Descriptive) It may be difficult to get used to new teachers because I don’t know them very well.

(Perspective) Page One

I will have a new teacher named Mrs. Jones, who will visit me on Tuesdays. (Descriptive) I will visit with her for a short

time before lunch. (Descriptive) Page two

When I am with Mrs. Jones, I will respect

her and be a good listener. (Directive) Page three

It may be fun to meet with Mrs. Jones because we will play games, listen to

music, and talk. (Descriptive) Page four

Thank YouThank You

Edward MillerEdward Miller

Behavior SpecialistBehavior Specialist

The Institute for Behavior The Institute for Behavior ChangeChange