Application of Social Stories

1
Application of Social Stories

• Presenter Jane Cotter
• Manager
• School Outreach Service

2
Session Overview

• What is a social story
• Detailed social stories information
• Worksheet

3
Destination St Petersberg
4
(No Transcript)
5
A social story helps a person with autism to
NAVIGATE a situation which he or she finds
difficult to manage.
6
Social StoriesA Concept Developed by Carol
Gray
7
A Sample Social Story Working by Myself
I can do work all by myself. Mrs. Smith tells
me exactly what to do. I do my work as quickly
as I can. Sometimes I make mistakes.
Oops! Thats okay. Everyone makes mistakes
sometimes.?
8
When I finish my work, I can colour in a circle
on my chart. When I have all the circles
coloured in, I get to choose an activity that I
like. Mrs Smith is so so proud that I can work
by myself. Im proud of myself as
well. Working by Myself 2
9
What are Social Stories?
A communication strategy which enables the
learner to understand a situation and to guide
his or her response or behaviour.
10
A Social Story is

• A written story that
• is individualised for the learner
• - the situation described in the story is
  relevant to the learners life
• - the learner is one of the key characters
• may use illustrations
• - photographs, line drawings, cartoons etc.

11
A Social Story is NOT.

• Intended to substitute for a daily routine
  schedule (use visual timetables).
• Designed for shaping every behaviour (prioritise
  behaviours to target use visual behaviour
  prompts).
• To be used concurrently with a range of other
  social stories (introduce one social story at a
  time).
• Appropriate for extreme challenging behaviour
  (Positive Behaviour Plan essential).

12
Social Stories Why Use Them?
Social stories help people with autism to
understand social expectations. Social stories
communicate key information. Social stories guide
the learners behaviour. Social Stories are part
of a whole behaviour support plan.
13
Who can use Social Stories? minimum
requirements

• Readers non-readers
• Students who are able to consistently understand
• - one part directions pertaining to routine
  activities
• - short descriptive sentences (comments) about
  immediate environment and future routine events

14
Applications of Social Stories

• Social stories help to
• Explain how to behave in social situations.
• Teach specific social and communication skills.
• Manage change.
• Reduce anxiety.
• Manage repetitive behaviours.
• Help cope with curriculum.
• Teach independent living skills.

15
Formats for Social Stories

• Single sheet with or without illustrations.
• Booklets/ big books.
• Cartoons/comics
• Video tape
• Audio tape
• Powerpoint
• CD Rom
• Flash cards
• Photo albums
• Business card folders
• Wall sequences
• Virtual reality!!

16
Writing Social Stories

• Identify and then observe the target behaviour.
• Write the story from the learners perspective.
• Be accurate and positive.
• Consider individual abilities and impairments
• Attention span
• Motivators
• Learning support needs
• Print size
• Appropriate language

17

• Use Appropriate Language
• Use language within childs comprehension
• Consider
• vocabulary..Is it familiar to the child?
• length of sentences...Short sentences are
  best!
• use simple sentences - try not to combine
  sentences with conjunctions embedded clauses
• employ colloquial language used by those who
  interact with the learner regularly
• consider writing the story together with the
  learner.

18

• Picture the Goal
• - describe more than direct
• - share accurate social information
• Gather information about the situation from the
  learners perspective
• - who is involved
• - what happens
• - duration
• - how it begins and ends
• - consequences (both positive and negative)

19
Writing Social Stories Language

• Write from the learners perspective
• put yourself in the learners shoes during
  observations
• read the meaning of the learners behaviours -
  what confuses, frightens, motivates them?
• the learners reactions to situations will
  determine focus of the story
• Write in the first person
• I can, I am ., My teacher

20
Writing Social Stories
Use three sentence types 1. Descriptive Explain
what occurs, where it occurs, who is involved
and why. Highlight key social information. Use
to begin social stories. 2. Directive Define
desired behaviours. 3. Perspective Describe the
feelings and responses of others and self.
21
Sentence Types

• Descriptive - describe the setting, activity, who
  does what and why
• I ride on the 404 bus to school.
• Other children ride the 404 bus to school.
• The bus comes at about 7.30.
• Sometimes its late.
• Sometimes its early.

22
Descriptive sentences cont.

• - are objective and do not assume reactions of
  learner.
• At recess children jump on the trampoline.
• NOT
• Jumping on the trampoline is fun.

23

• - help the child focus on relevant cues in
  situation
• The bell rings when the lesson is finished.
• The students put their books into their trays.
• They stand at the door holding their trays.
• They wait for the teacher to walk with them.

24

• Directive sentences
• -follow the Descriptive sentences in the story
  and guide the desired response to the cues or
  situation described
• The bell rings when the lesson is finished.
• I can hear the bell.
• I look at my timetable to see what lesson is
  next.
• The students put their work into their trays.
• I pack up my work and put them in my tray.
• The students stand at the door with their
  trays.
• I stand in line with the other students.

25
Directive sentences cont.

• - Directive sentences may begin with the words
• I can.
• I will..
• - Most common mistake in writing social stories
  is the use of too many directive sentences and
  too few descriptive sentences.

26

• Perspective Sentences
• Describe the reactions and feelings of the
  learner and of others in the given situation
• My friends like it when I keep my hands to
  myself.
• My teacher is happy when I stand in lines.
• I know Im clever when I stand and wait for my
  teacher.
• Use specific labelled praise and words that
  have meaning for the learner
• Girls think Im rad when I act cool and talk
  friendly.

27
A Social Story Ratio A social story has a ratio
of approximately two to five descriptive or
perspective sentences for every directive
sentence.
28
Implementing Social Stories

• Read story with the learner prior to situation.
• The learner can then read the story to you or to
  himself. Check comprehension of the story.
• Initially read the story once daily or prior to
  the target event.
• Read story in other settings e.g. home.
• The learner can share the story with others.

29
Implementing Social Stories

• If the story is not proving effective, check
• that it is
• relevant within the Positive Behaviour Support
  Plan
• accurate
• motivating and reinforcing
• read at the relevant time
• As desired behaviour emerges, gradually fade
  story.
• If target behaviour recurs, reintroduce story.

30
Other Guidelines

• Make sure story is accurate and positive
• I can whisper in the library.
• rather than
• I will not talk in the library.
• Build in flexibility
• Sometimes.. , usually.
• Define clear ways to signal the beginning and end
  of an activity
• My computer time finishes when the timer rings.
• I can read my book until Mrs Ray writes our
  assignment on the board.

31
How To Borrow

• Sometimes I make a mistake when Im writing.I
  look for my rubber but I cant find it. So what
  can I do?I can borrow a rubber from one of the
  kids at my table.I say to one of the kids Hey
  Jamie, can I borrow your rubber please?I wait
  for Jamie to say yes and pass me his rubber.Then
  I say Thanks a lot. I use the rubber and
  remember to pass it back to Jamie.Jamie is happy
  because Ive remembered to ask in a friendly way.
  Borrowing like this shows that Im a friendly
  guy.

32
More Samples of Social Stories
33
People I Can Talk To
Sometimes I go shopping with Dad and Mum and we
buy groceries and meat and clothes. Sometimes Dad
and Mum buy me chips. I talk to Dad when I am
shopping. I talk to Mum when I am
shopping. Sometimes I give money to the shop
lady. I can say hello to the shop lady. I can
say thank you to the shop lady. I do not say
hello to people I dont know at the shops. I like
to talk to Mum and Dad. I am pleased I am
learning who I can talk to.
34
Playing Games
Sometimes in the classroom we have time for board
games. We play in pairs or small
groups. Sometimes I get to go first.
Sometimes I dont. Other children also like a
turn going first. Sometimes I play a game and
dont even get a turn. That makes me feel angry
but I say to myself Ill get a turn another
time. I take a deep breath and sit
quietly. Sometimes when I play games I win. That
makes me feel happy. .
35
Sometimes I lose. I say to myself Oh well. I
hope I win another time. I take a deep breath
and sit quietly. Then I say well played to the
winner and smile. I think of all the times I
have won before. I say to myself All kids like
to win and everyone gets a turn to win. Other
children like playing games with me because Im
such a good sport. I like feeling calm after I
have played a game. Playing Games, P.2
36
Being Organised
Being organised means knowing what I have to
doand when to do it. I organise myself each
night for the next school day. First I read my
timetable carefully. I always look at the right
week check that I know what day it is. Next I
find the right books one by one and put them in a
pile on the floor. I check three times that I
have all the correct books and that I have my
diary, ruler and pencil case. I put these things
in my bag. Im ready for the next day. I feel
pleased that I have organised myself . Mum Dad
are happy too. I relax get ready for bed.
37
My Friday Test
Every Friday morning we have a test. The test is
straight after assembly. I sit at my desk and I
have my lead pencil ready. Mrs Jones gives me a
sheet of paper, face down so that I cant see the
writing. Mrs Jones says Turn the paper over. I
write my name at the top. Mrs Jones talks to us
about what is written on the paper.
38
She says Good luck, you can start now. I read
the first question. I think of the answer. I
write down the answer if I know it. If I dont
know the answer, I have a guess. I need to try
every question. I feel good because I have
finished my test. Mrs Jones is happy because I
have done my best. My Friday Test, p.2
39
When Im Fed Up
40
(No Transcript)