Social stories

Craig DomanskiCaldwell College

PS 572--Teaching Language and Social Skills to Children with Autism

Social stories

Craig DomanskiCaldwell College

PS 572--Teaching Language and Social Skills to Children with Autism

OverviewOverview

History Definitions Uses Components Guidelines 4-Term Contingency Example References

History Definitions Uses Components Guidelines 4-Term Contingency Example References

HistoryHistory Developed by Carol Gray

Director of The Gray Center for Social Learning and Understanding in Grand Rapids, Michigan http://www.thegraycenter.org/

Had been a teacher of students with autism and a consultant to public schools for 22 years

First defined in 1991 Has undergone many revisions since then

Present description: “Currently, a Social Story is considered a process that

results in a product for a person with an Autistic Spectrum Disorder.” (Gray, pp. 13-1)

Developed by Carol Gray Director of The Gray Center for Social Learning and

Understanding in Grand Rapids, Michigan http://www.thegraycenter.org/

Had been a teacher of students with autism and a consultant to public schools for 22 years

First defined in 1991 Has undergone many revisions since then

Present description: “Currently, a Social Story is considered a process that

results in a product for a person with an Autistic Spectrum Disorder.” (Gray, pp. 13-1)

Process Must be written with consideration for the

perspective of the child with ASD (Gray, 13-1)

Product Short story in a specialized format Describes a situation, concept, or social skill

Process Must be written with consideration for the

perspective of the child with ASD (Gray, 13-1)

Product Short story in a specialized format Describes a situation, concept, or social skill

What situations are Social Stories written for?

What situations are Social Stories written for?

Are individualized based on the needs of the child Possible uses:

Troubling situations Describe skills that may be in the social or academic curriculums Individualize skills that are taught in a social skills training

setting Break down a goal into manageable steps Describe a classroom routine Acknowledging achievement

First story should be about something that the child is successful in doing Helps to identify with the story (Gray, pp. 13-2)

Are individualized based on the needs of the child Possible uses:

Troubling situations Describe skills that may be in the social or academic curriculums Individualize skills that are taught in a social skills training

setting Break down a goal into manageable steps Describe a classroom routine Acknowledging achievement

First story should be about something that the child is successful in doing Helps to identify with the story (Gray, pp. 13-2)

Components of a social storyComponents of a social story

Descriptive statements Backbone of the story

The “logic” and “accuracy” of the story that might be “reassuring to those who are overwhelmed by social concepts and situations.” (Gray, 13-2)

Factual statements; no opinions Should be the most frequent types of statements

used

Descriptive statements Backbone of the story

The “logic” and “accuracy” of the story that might be “reassuring to those who are overwhelmed by social concepts and situations.” (Gray, 13-2)

Factual statements; no opinions Should be the most frequent types of statements

used

Examples of descriptive statements

Examples of descriptive statements

“My name is Craig.” “I work in a school.” “It’s hot during the summer.”

“My name is Craig.” “I work in a school.” “It’s hot during the summer.”

Perspective statements The “heart” of the story Describe feelings, opinions, thoughts that are involved

in a situation The invisible (but important) aspects of a social situation

Rarely used to describe the internal events in the child with autism Used most often to refer to the other people in the story

Perspective statements The “heart” of the story Describe feelings, opinions, thoughts that are involved

in a situation The invisible (but important) aspects of a social situation

Rarely used to describe the internal events in the child with autism Used most often to refer to the other people in the story

Examples of perspective statements

Examples of perspective statements

“My friends like to play on the playground.”

“The teacher knows the answer to the math homework.”

“Sometimes, people feel tired when they stay up late.”

“My friends like to play on the playground.”

“The teacher knows the answer to the math homework.”

“Sometimes, people feel tired when they stay up late.”

Directive statements Name the desired response or list of possible

responses Tell the child what to do in a situation Often begin with, “I will try…” or “I can…”

Avoids being taken too literally for fear of child not knowing there’s any wiggle room

Must be written with much consideration

Directive statements Name the desired response or list of possible

responses Tell the child what to do in a situation Often begin with, “I will try…” or “I can…”

Avoids being taken too literally for fear of child not knowing there’s any wiggle room

Must be written with much consideration

Examples of directive statementsExamples of directive statements

“I will try to raise my hand.” “I can try to share the toys with my

friends.” “I can decide to play with blocks, read a

book, or color a picture.” Offers a list of choices

“I will try to raise my hand.” “I can try to share the toys with my

friends.” “I can decide to play with blocks, read a

book, or color a picture.” Offers a list of choices

Affirmative statements Express a common opinion about an element of

the situation Usually accompany another type of statement

in the story Basically used to:

Stress an important point Refer to a rule Reassure the reader

Affirmative statements Express a common opinion about an element of

the situation Usually accompany another type of statement

in the story Basically used to:

Stress an important point Refer to a rule Reassure the reader

Examples of affirmative statements

Examples of affirmative statements

“It’s a good idea to …” “It’s ok to…” “<I can ask a friend for his toy.> That’s the

right thing to do.”

“It’s a good idea to …” “It’s ok to…” “<I can ask a friend for his toy.> That’s the

right thing to do.”

Partial statements Fill-in statements that allow the child to

actively participate in the story Helps to show that the child comprehends to

story

Partial statements Fill-in statements that allow the child to

actively participate in the story Helps to show that the child comprehends to

story

Examples of partial statementsExamples of partial statements

“If I share, my friends will be so _____.” “Mom and Dad will be so ____ if I go to

bed like a big kid.”

“If I share, my friends will be so _____.” “Mom and Dad will be so ____ if I go to

bed like a big kid.”

The Social Story RatioThe Social Story Ratio

Applied to the story as a whole Desired ratio is:

0-1 directive statements

2-5 descriptive, perspective, and/or affirmative statements

Applied to the story as a whole Desired ratio is:

0-1 directive statements

2-5 descriptive, perspective, and/or affirmative statements

Other kinds of statementsOther kinds of statements

Control sentences Identify strategies that the learner can use in a troubling

situation “When someone says, ‘I changed my mind,’ I can think the

idea is getting better--like a caterpillar turning into a butterfly.” (Gray, 13-4)

Cooperative sentences Identifies the people that will help the child, and how

they will help “Mom and Dad can help me take deep breaths when I’m

upset.”

Control sentences Identify strategies that the learner can use in a troubling

situation “When someone says, ‘I changed my mind,’ I can think the

idea is getting better--like a caterpillar turning into a butterfly.” (Gray, 13-4)

Cooperative sentences Identifies the people that will help the child, and how

they will help “Mom and Dad can help me take deep breaths when I’m

upset.”

GuidelinesGuidelines

Step 1: Picture the goal Important to depict all relevant information that

will occur in a social situation Use text and illustrations; be concrete

Step 2: Gather information Include where and when the situation occurs,

who is involved, how events are sequenced, what occurs, and why it occurs

Step 1: Picture the goal Important to depict all relevant information that

will occur in a social situation Use text and illustrations; be concrete

Step 2: Gather information Include where and when the situation occurs,

who is involved, how events are sequenced, what occurs, and why it occurs

Step 3: Individualize the text Remember the learning styles, needs, interests,

and abilities of the target student Always use positive statements

Step 4: Teach with the title Should state the overall gist of the story

I.e., “Mike Ties his Shoes”

Step 3: Individualize the text Remember the learning styles, needs, interests,

and abilities of the target student Always use positive statements

Step 4: Teach with the title Should state the overall gist of the story

I.e., “Mike Ties his Shoes”

How to implement a Social StoryHow to implement a Social Story

Introducing the story Most important element in implementation Introduced in a relaxed setting

Using it punitively is not recommended

Reviewing the story “This is perhaps the most important element in the

implementation of a social story.” (Gray, 13-8) Share joint attention with the child on the story Have multiple people review the story with the child

Encourages generalization

Introducing the story Most important element in implementation Introduced in a relaxed setting

Using it punitively is not recommended

Reviewing the story “This is perhaps the most important element in the

implementation of a social story.” (Gray, 13-8) Share joint attention with the child on the story Have multiple people review the story with the child

Encourages generalization

Fading the story “Experience indicates it may not be possible, or

advisable, to fade a Social Story from use.” (Gray, pp. 13-9)

Re-write it with systematic omissions Use partial statements

Review it less frequently

Fading the story “Experience indicates it may not be possible, or

advisable, to fade a Social Story from use.” (Gray, pp. 13-9)

Re-write it with systematic omissions Use partial statements

Review it less frequently

Where does a Social Story lie in the 4-term contingency?

Where does a Social Story lie in the 4-term contingency?

(Social Story for sharing a toy)

Contextual stimulus SD Response Consequence

Play setting Peer asks for toy Student shares Praise Peer present Social Story

NOTE: A Social Story would technically be considered a stimulus prompt, which occurs simultaneously (or in this case, just prior to) the SD

(Social Story for sharing a toy)

Contextual stimulus SD Response Consequence

Play setting Peer asks for toy Student shares Praise Peer present Social Story

NOTE: A Social Story would technically be considered a stimulus prompt, which occurs simultaneously (or in this case, just prior to) the SD

Example of a Social Story:Craig works hard in schoolExample of a Social Story:Craig works hard in school

Hi, my name is Craig.

<descriptive statement>

Hi, my name is Craig.

<descriptive statement>

I’m a big kid in Dr. Reeve’s PS 572 class at Caldwell College. <descriptive statement>

I’m a big kid in Dr. Reeve’s PS 572 class at Caldwell College. <descriptive statement>

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

The students in class think that class is hard. <perspective statement>

In class, there is a lot of work. <descriptive statement>

The students in class think that class is hard. <perspective statement>

In class, there is a lot of work. <descriptive statement>

So much work makes me sad.

When I get sad about too much work, it’s a good idea to: <affirmative statement>

1. Stop

2. Take a deep breath

3. Ask for a break

So much work makes me sad.

When I get sad about too much work, it’s a good idea to: <affirmative statement>

1. Stop

2. Take a deep breath

3. Ask for a break

Doing my work is important. <affirmative statement>

Dr. Reeve will be so happy if I do all my work. <perspective statement>

Doing my work is important. <affirmative statement>

Dr. Reeve will be so happy if I do all my work. <perspective statement>

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

If I do a good job in class, Dr. Reeve will let me graduate. I can do it! I can graduate from Caldwell College!!! <affirmative statement>

If I do a good job in class, Dr. Reeve will let me graduate. I can do it! I can graduate from Caldwell College!!! <affirmative statement>

ReferencesReferences

Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, Inc.

Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173-182.

Thiemann, K.S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.

Weiss, M.J. (2008, June). Teaching children with autistic spectrum disorders. Presentation given for Teaching Language and Social Skills to Children with Autism, Caldwell College.

Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, Inc.

Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173-182.

Thiemann, K.S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.

Weiss, M.J. (2008, June). Teaching children with autistic spectrum disorders. Presentation given for Teaching Language and Social Skills to Children with Autism, Caldwell College.