HOW SOCIAL STORIES FACILITATE SOCIAL SKILLSPresenters: Donna Jacobs, M.S., CCC-SLP &

Jamie West, M.A., CCC-SLP

WHAT IS A SOCIAL STORY?(GRAY, 1994/2000, WEBSITE ?)

According to Gray (n.d.), “A social story describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format.”

It is a process that takes into consideration the person’s perspective for whom you are writing about.

The product should be a short story defined by specific characteristics, situations, concepts or social skills using an outline that is meaningful for that person.

Social Stories are Research-Based

A 2006 study performed by Margaret Pedziwiatr, B.S. Eastern Illinois University and Gail J. Richard, Ph.D., CCC-SLP, Eastern Illinois University revealed the following:

“Social stories were effective for individuals of high and low cognition with developmental delays.”

“An individual with impaired cognition requires more consistent presentation of social story to decrease behaviors.”

“For an individual of typical cognition, the story can be faded, and decreases in behaviors will stabilize.”

“Clinicians and supervisors expressed positive reactions to the use of social story methodology; they would use it again.”

WHO WRITES A SOCIAL STORY?(GRAY, 1994/2000, PP. 13.1)

Parents, teachers, SLPs, doctors, caregivers, siblings, or anyone who might be involved in the child’s social environment.

Who are social stories written for? Children with Autism Spectrum Disorder or any

child who has difficulty understanding social situations/events or needs positive reinforcement.

SOCIAL STORY TOPICS (GRAY, 1994/2000, PP. 13.1 - 13.2)

Can be used to address a countless number of topics.

Social stories can address: Troubling situations or behaviors (e.g. riding the bus,

playing appropriately with other children, inappropriate use of words, hitting, spitting, etc.)

Providing an outline or conversational script for social situations (e.g. saying “thank you”, expressing feelings, initiating conversation, eye contact, etc.)

SOCIAL STORIES TOPICS CONT’D (GRAY, 1994/2000, PP. 13.1 – 13.2)

Assisting with routines , unexpected changes in routine, and transitions (e.g. going to get a haircut, having a substitute teacher, fire drill, going on a vacation, going from recess back to the classroom, etc.)

Helping acknowledge students’ achievements (e.g. reinforcing potty training, reading, appropriate behavior at a restaurant, etc.)

HOW TO WRITE A SOCIAL STORY (GRAY, 1994/2000, PP. 13.2 & 13.3) OR DIRECT QUOTE?

There are four basic sentence types that are used in social stories.

Descriptive

Perspective

Affirmative

Directive

DESCRIPTIVE SENTENCE (GRAY, 1994/2000, PP. 13.2)

A truthful statement of a fact. These statements create the focus of the

story. Example:

At school, students listen to the teacher when she is talking.

Many children ride the bus to school. My family likes to eat at restaurants.

PERSPECTIVE SENTENCES (GRAY, 1994/2000, PP. 13.2 – 13.3)

Statement that describes another person’s knowledge, perception, feelings, opinions, motivations, physical condition/health, etc. Example:

My teacher knows about math .(knowledge) My mother likes to play the piano. (feelings) Some people believe in magic. (belief) Many children like to sing. (opinion) Some children finish all of their chores at home before

they can play. (motivation) Some people are tired if they do not go to sleep at

night. (physical condition)

DIRECTIVE SENTENCE (GRAY, 1994/2000, PP. 13.3)

A sentence that suggests the child’s response or choice of responses to a situation or concept which directs his or her behavior. These sentences usually begin with, “I will try to…”, “I will work on…”, or “One thing I may try to say (do) is…” Examples

I will try to keep my seatbelt on. I may ask other’s if I can hug them. At a birthday party, I may play games, sing songs, and

eat cake with the other children.

AFFIRMATIVE SENTENCE (GRAY, 1994/2000, PP. 13.3)

Statements that emphasize the important point, rule, or law used to reassure the student. Examples of affirmative statements are in italics:

Most kids put on their coats before going outside when it is cold. This is a good idea. (stress a point)

I will try to get in my car seat before the car starts. This is very important. (Reference to a law)

Children walk on the sidewalk. This is a safe thing to do. (Rule)

The hand dryer makes a sound when it turns on. This is okay. (Reassurance)

TWO ADDITIONAL TYPES OF SENTENCES: (GRAY, 1994/2000, PP. 13.4) 1. CONTROL SENTENCE

A statement written by the child/student to identify personal strategies to help with recall and applying strategies. Examples: A student with high interest in GI Joe

and military items does not like to follow directions given by his teacher. After reading a social story about following directions, this student formulates a control sentence which states: The teacher is like my platoon leader and I will follow her directions as a good soldier would.

2. COOPERATIVE SENTENCE (GRAY, 1994/2000, PP. 13.4)

Statements about what another person might do to help the child/student. Example: Child is currently wanting to be

independent with dressing himself but still requires assistance. A cooperative sentence in this case could be: My mom and dad will help me get dressed by showing me how to button and zip my clothes.

SOCIAL STORY GUIDELINES (GRAY, 1994/2000, PP. 13.5 – 13.7)

1. Picture the Goal: a way for the author to translate social information into a meaningful story. It is a way to describe abstract concepts and ideas with images.

2. Gather Information: gather information

about the topic that includes where and when the situation occurred, who is involved, how the events are sequenced, what occurs and why. Other individual characteristics may be important to consider, too: learning style, reading ability, etc. Being a good observer will assist with this part.

SOCIAL STORY GUIDELINES CONT’D (GRAY, 1994/2000, PP. 13.5 – 13.7)

3. Tailor the Text: Individualize the story lines to the learning style, needs, interests and abilities of the person. Social Stories:

Have an introduction, body, and conclusion. Answer ‘wh’ questions. Are written from the first person perspective. Should contain the 4 basic types of sentences. Can and should be interpreted literally. Should use a positive tone. Use easy to understand vocabulary. Use images to enhance the story. Have a format that is motivating or interesting to the

child.

SOCIAL STORY GUIDELINES CONT’D (GRAY, 1994/2000, PP. 13.5 – 13.7)

4. Teach with the Title: The title of a social story should reflect the overall meaning of the story or main idea.

HOW TO PRESENT A SOCIAL STORY (GRAY, 1994/2000, PP. 13.7 – 13.9)

Introduce the StorySocial stories are first introduced

to the child/student in a relaxed manner/setting (not to be given as a punishment or as a consequence for an inappropriate behavior). To introduce or start reading a social story with your child/student may be as follows: “I wrote a story for you”, “I have a story about riding the bus”, or “It’s time for us to read together”.

HOW TO PRESENT A SOCIAL STORY CONT’D (GRAY, 1994/2000, PP. 13.7 – 13.9)

Reviewing a Social Story Social stories should reflect a positive, comfortable

feeling (heard in the reader’s vocal quality, setting, and positioning.

It is important that the child attend to the story, not to the speaker.

Have others read the story to the child/student. This can help with: showing the child that others share the same

information. allows for the it to be read within the same social

context as the story. helps with generalization of the story.

Introduce one story at a time. Most stories are reviewed once a day, while others may

be just prior to the event they are describing. (example: if child is having trouble at the dinner table, read social story prior to dinner.)

HOW TO PRESENT A SOCIAL STORY CONT’D (GRAY, 1994/2000, PP.13.9)

Fading a Social Story As the student is able to understand and apply

the story’s strategies, you can rewrite the social story by omitting or revising parts. The sentences could be rewritten as a partial sentence for the student to complete.

(Ex. “When the fire alarm sounds, I will _________.”)

Social stories may be faded by increasing the time in which the story is not read. Instead of reading it daily, read it every other day and then twice a week and so on. If the child/student indicates they know what to do or refuse to read it, then set it in a place they have access to and go on to another activity.

Sample Social Story Topic: Preparing for a Fire Drill

Sometimes at school, we have fire drills. (descriptive)

During a fire drill, there is a loud noise that lets us know that we need to get out of the building.

(descriptive) Some kids might feel scared when they hear this noise.

(perspective) When I hear this noise, I might try covering my ears and keeping my eyes on my

teacher. (directive)

These are safe things to do. (affirmative)

Just like a fireman, I will leave the building safely when I hear the fire alarm.

(control) My teacher will help lead me to a safe place outside where I will stay,

until we are told to go back inside. (cooperative)

EXAMPLES OF SOCIAL STORIES

Mi Stories are video social scenarios which can be accessed and purchased through your PC, iPod, iPad, etc. http://www.mi-stories.org/going-to-a-restaurant/

There is an App called Social Skills that you can also purchase and use. It allows the user to make a personalized social story using photos and audio. Individuals can use this App on touch screen devices (iPod, iTouch, iPad, etc.) http://itunes.apple.com/us/app/social-skills/id376

575786?mt=8

EXAMPLES OF SOCIAL STORIES CONT’D

There are many pre-made, free social stories on the speakingofspeech.com website. http://www.speakingofspeech.com/Social_Skills_P

ragmatics.html

TeacherTube also has some free social story videos when you search their website. http://www.teachertube.com/viewVideo.php?title

=Going_to_the_Movies___A_Video_Social_Story&video_id=70684

WHOLE GROUP PRACTICE

Topics to choose from:

Hitting

Trying new foods

Playing with others

BREAK INTO GROUPS TO PRACTICE

REFERENCESGray, C. (1994/2000). The new social story book (Rev. ed.). Arlington, TX: Future Horizons,

Inc.

Gray, C. (n.d.). What are social stories. Retrieved from

http://www.thegraycenter.org/social-stories/what-are-social-stories

Pedziwiatr, M. & Richard, G. (2006). Use of a social story to modify inappropriate behavior [Adobe format]. Retrieved from

http://www.asha.org/Events/convention/handouts/2006/1008_Richard_Gail.htm

Sailers, E. (2010). Going to the movies-a video social story. Retrieved from

http://www.teachertube.com/viewVideo.php?title=Going_to_the_Movies___A_Video_Social_Story&video_id=70684

(2008-2011). Social skills/pragmatics. Retrieved from

http://www.speakingofspeech.com/Social_Skills_Pragmatics.html

(2011). Going to a restaurant. Retrieved from

http://www.mi-stories.org/going-to-a-restaurant/

(2011). Social skills. Retrieved from

http://itunes.apple.com/us/app/social-skills/id376575786?mt=8