Autism Spectrum Team

Social Stories

A technique to Develop Social Understanding

AS Team

Social UnderstandingSocial 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?

The TriadThe Triad

Social Relationships

Thought and

Imagination

Social

Communication

Differences in:

Theory of MindTheory 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 .

Central CoherenceCentral Coherence

• Seeing the ‘trees, not the wood’

• An inability to see the whole picture

• Focus on details

Executive FunctionExecutive Function

• The ability to maintain direction and focus in order to achieve a goal.

• Poor organisational abilities

• Often may be passive or impulsive

Personal Autobiographical Personal Autobiographical MemoryMemory

• Experiencing self• Excellent rote

memories for facts, road routes, places

• No memory of social situations and their roles in them

Why use social storiesWhy 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

What is a Social Story?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

Aims of Social StoriesAims 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

Social StoriesSocial StoriesIn social situations it

answers questions

• WHEN?

• WHERE?

• WHO?

• WHAT?

• WHY?

How to write a Social StoryHow to write a Social Story

• 1. Picture the goal

• 2. Gather accurate information

• 3. Tailor the text

GuidelinesGuidelines

• 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 3rd person• Positive language• Literal accuracy. Easy text. Motivating format.

Guidelines Guidelines

• Avoid terms like- Always: use sometimes and usually. Different : anotherChange : replaceNew : better or anotherWill not : Try not• Describe desired responses not problem

behaviour. Why not start with one about success• Illustrations

Social storiesSocial storiesThere are five types of sentences used in Social

Stories

Descriptive sentences

Perspective sentences

Affirmative sentences

Directive sentences

Control sentences

Descriptive SentenceDescriptive Sentence(who ,where, what they are doing and why

they may be doing it)

Sometimes a person says,

‘I’ve changed my mind.’

Perspective SentencePerspective Sentence( provides details about the emotions and

thoughts of others)

This means they had one idea, but now they have a new idea.’

Affirmative SentenceAffirmative Sentence (Contributes to the reassuring quality of the story)

This can be a good thing to do

Directive SentenceDirective Sentence(Suggests the desired response tailored to the

individual)

I will try to work on staying calm when someone changes their mind

Control SentenceControl Sentence(Strategies to remember appropriate response)

When someone says, ‘I’ve changed my mind’ I can think of someone writing something down, rubbing it out and writing something new.

Implementing a Social StoryImplementing 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.

Other IdeasOther Ideas

• Audiotape/ recordable CD

• Video tape

• Powerpoint

• Digital photos

A story can be faded by;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.

Example 1

When I feel cross

When I feel cross

I play with my brother

I play all sorts of things with him.

Sometimes I feel cross

And sometimes I pinch my brother

This is not a good thing

to do.

I hurt my brother when I do this.

This is not a good thing to do.

It’s OK to feel cross.

When I feel cross, I can tell Mummy or Daddy

Mummy or Daddy can help me.

I will try to tell Mummy or Daddy when I feel cross inside.

I am cross

Example 2

The Car Story

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.

I sit with my hands on my lap.

When the car stops I wait for mummy to walk around and open my door.

I wait for mummy to take off my seat belt

I hold mummy’s hand while we walk.It is safe to hold hands with my

mummy while we walk.

Example 3

Making Eye Contact

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.

Making eye Contact

• Sometimes I find it difficult to look at another person’s 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 people’s eyes when we are talking and then we can have a good conversation.

What if they don’t workWhat if they don’t 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!!