Social Stories Credit to Carol Gray, Arlington TX Nikki Green Hopewell SERRC, OH Project SEARCH copyright 1

Social StoriesSocial Stories

Credit toCredit toCarol Gray, Arlington TXCarol Gray, Arlington TX

Nikki Green Hopewell SERRC, OHNikki Green Hopewell SERRC, OH

Project SEARCH copyright 1

Social Stories & Developmental Social Stories & Developmental DisabilitiesDisabilities

• Social Stories were developed Social Stories were developed predominately for individuals who predominately for individuals who have Autism or Asbergers.have Autism or Asbergers.

• Many of the principles are useful with Many of the principles are useful with clients who have developmental clients who have developmental disabilitiesdisabilities


A social story is …A social story is …

• A short story written in a A short story written in a specific style and format. specific style and format. Each social story describes a Each social story describes a situation or skill in terms of situation or skill in terms of relevant social cues and relevant social cues and common responses.common responses.


Uses of Social Stories: Uses of Social Stories:

• Describe a social situation/define cuesDescribe a social situation/define cues• Provide steps to be used in situationsProvide steps to be used in situations• Teach new routines or change in routineTeach new routines or change in routine• Generalize a new skillGeneralize a new skill• Provide support to control outbursts, fear, Provide support to control outbursts, fear,

compulsions, etc.compulsions, etc.• Teach fact from fiction; distinguish friend Teach fact from fiction; distinguish friend

from foefrom foe• Give a visual understanding of social Give a visual understanding of social

issues issues


Why do social stories Why do social stories work?work?

• VisualVisual• Provide accurate informationProvide accurate information• Identify relevant social cuesIdentify relevant social cues• Describe expected behaviorsDescribe expected behaviors• Identify and address social Identify and address social

interferenceinterference


Basic Social Basic Social Story SentencesStory Sentences

• Descriptive sentencesDescriptive sentences• Perspective sentencesPerspective sentences• Directive sentencesDirective sentences• Control sentencesControl sentences


Descriptive SentencesDescriptive Sentences

• Explain what is happening and whyExplain what is happening and why• Describes who is involved, what they Describes who is involved, what they

are doing and whyare doing and why• Example:Example:

• At break time the lounge is full of At break time the lounge is full of workers. They sometimes tell workers. They sometimes tell jokes. Break time is 15 minute jokes. Break time is 15 minute long.long.


Perspective SentencesPerspective Sentences

• Describes the reactions and feelings of Describes the reactions and feelings of others involved in a target social others involved in a target social situation.situation.

• They should be honest statements. They should be honest statements. • Examples: Examples:

• People laugh when they are happy People laugh when they are happy to be with friends to be with friends


Perspective SentencesPerspective Sentences

• More Examples: More Examples: • People move away when you scream People move away when you scream

because sometimes they are afraid because sometimes they are afraid • The boss likes it when his workers The boss likes it when his workers

are on timeare on time• People feel nervous when other People feel nervous when other

people stand too close to thempeople stand too close to them


Directive SentencesDirective Sentences

• These suggest what to do or a desired These suggest what to do or a desired responses or social skills.responses or social skills.

• Often begin with “I can …” or “I will…”Often begin with “I can …” or “I will…”• Example: I can ask to take a break Example: I can ask to take a break

when it is too loud.when it is too loud.• I will try to ask for a breakI will try to ask for a break• I will try to return from break when I will try to return from break when

my watch stop rings my watch stop rings


Control SentenceControl Sentence

• This provides a way for person to remember This provides a way for person to remember (with input from the person)(with input from the person)

• ExampleExample• I can put an IPOD by my lunch bag so I I can put an IPOD by my lunch bag so I

can remember to take it to the lunchroomcan remember to take it to the lunchroom• I can put my stop watch directions in my I can put my stop watch directions in my

wallet in case I forget how to set itwallet in case I forget how to set it• I could ask the supervisor for a break if I I could ask the supervisor for a break if I

need to go to the bathroomneed to go to the bathroom


The Basic Social Story RatioThe Basic Social Story Ratio

• 1 Directive /Control sentence1 Directive /Control sentence• 2 - 5 descriptive and/or 2 - 5 descriptive and/or

perspective sentences perspective sentences • Most common mistake: too many Most common mistake: too many

directive sentences and not directive sentences and not enough descriptive sentencesenough descriptive sentences


A Social Story Should Not: A Social Story Should Not:

• Include No, Wrong, Stop, I mustInclude No, Wrong, Stop, I must• Identify social expectations without Identify social expectations without

informationinformation• Include “Always” or “Never”Include “Always” or “Never”• Be generic Be generic • Be a list of “To Do’s” Be a list of “To Do’s” • Be used without a plan for useBe used without a plan for use


Basic Steps to Writing Social Basic Steps to Writing Social StoriesStories

• Target a difficult situationTarget a difficult situation• Gather informationGather information• Imagine observations, variations Imagine observations, variations

and solutionsand solutions• Support new responses and/or Support new responses and/or

revise story based on individual's revise story based on individual's perspective perspective


Guidelines for Writing Social Guidelines for Writing Social Stories Stories • Positively state desired behaviorsPositively state desired behaviors• Write at student’s comprehension levelWrite at student’s comprehension level• Write in “reality” – build in flexibility Write in “reality” – build in flexibility

and/or variations in routinesand/or variations in routines• Functionally/visually define ambiguous Functionally/visually define ambiguous

termsterms• Write from a “first person” and present Write from a “first person” and present

tense - the trainee/student describes tense - the trainee/student describes


Guidelines for Writing Social StoriesGuidelines for Writing Social Stories• Use caution with illustrationsUse caution with illustrations• Consider “Wh” questions as titles/ Consider “Wh” questions as titles/

subtitlessubtitles• Be specific; yet use “sometimes” and Be specific; yet use “sometimes” and

“usually”“usually”• State desired responses carefullyState desired responses carefully• Incorporate student interestIncorporate student interest• One step of Social Story per pageOne step of Social Story per page• Few sentences per page Few sentences per page


Teaching the Social StoryTeaching the Social Story• Teach it before the situation Teach it before the situation

occurs or reoccursoccurs or reoccurs• Develop a schedule for reviewDevelop a schedule for review• Fade the story as the person Fade the story as the person

develops the skilldevelops the skill• Develop a notebook for storiesDevelop a notebook for stories• Evaluate the story impactEvaluate the story impact


SituationSituation• Problem: Worker fails to return to break Problem: Worker fails to return to break

on timeon time• What we think is happening:What we think is happening:

• Worker is enjoying the socializing Worker is enjoying the socializing and maybe the work is boringand maybe the work is boring

• Why this needs to be addressedWhy this needs to be addressed• Not returning from break on timeNot returning from break on time• Poor work habit Poor work habit


What we know:What we know:

• Worker:Worker:• Likes his jobLikes his job• Likes car radios, electronics, drawingLikes car radios, electronics, drawing• Can read/comprehend at 3Can read/comprehend at 3rdrd grade grade

levellevel• Perseverates in conversationsPerseverates in conversations• He can tell timeHe can tell time• Have tried giving him a watch Have tried giving him a watch


Worker’s PerspectiveWorker’s Perspective

• After discussion with worker, says he After discussion with worker, says he just waits until the other return from just waits until the other return from break because break does not always break because break does not always start at the same time and he doesn’t start at the same time and he doesn’t always tell when 15 minutes are over always tell when 15 minutes are over


Maria at workMaria at work

• My name is Maria.My name is Maria.• I work at Health First Hospital I work at Health First Hospital • I am allowed a 15 minute break.I am allowed a 15 minute break.• Sometimes my break starts at 3:00. Then I Sometimes my break starts at 3:00. Then I

need to return to work at 3:15. need to return to work at 3:15. • Sometimes we are too busy for the break to Sometimes we are too busy for the break to

start on time.start on time.• If we start out break after 3:00 we still get a If we start out break after 3:00 we still get a

15 minute break.15 minute break.


Maria at WorkMaria at Work

• A stop watch can tell me when 15 minutes A stop watch can tell me when 15 minutes have passed.have passed.

• A stop watch will make a noise when my A stop watch will make a noise when my break is over. break is over.

• My new Timex has a stop watch.My new Timex has a stop watch.• My new Timex with a glow in the dark light My new Timex with a glow in the dark light

can help be on time after my break. can help be on time after my break. • My boss will be happy when I come back to My boss will be happy when I come back to

work on time.work on time.


SituationSituation

• Problem: Most days Maureen comes to Problem: Most days Maureen comes to work in a dirty uniformwork in a dirty uniform

• What we know:What we know:• She knows how to do laundryShe knows how to do laundry• She has a budget to do it and keeps to her She has a budget to do it and keeps to her

budgetbudget• She is always showered and cleanShe is always showered and clean• She has 2 uniforms and works 5 daysShe has 2 uniforms and works 5 days• She likes checklistsShe likes checklists


Maureen’s UniformsMaureen’s Uniforms

• Monday is laundry dayMonday is laundry day• She always follows the same routine She always follows the same routine

for laundryfor laundry• She has difficulty with changesShe has difficulty with changes• She has other routines for other days She has other routines for other days

of the weekof the week


Other Scenarios - PracticeOther Scenarios - Practice

• Jennifer likes computers and has Jennifer likes computers and has good skills. She is able to read and good skills. She is able to read and write with basic skills. She has write with basic skills. She has difficulty waiting for the printer to difficulty waiting for the printer to print. When there are problems or print. When there are problems or delays she makes loud noises and is delays she makes loud noises and is very agitated waving her arms. very agitated waving her arms.

• Tara has difficulty with greetings. Has Tara has difficulty with greetings. Has inappropriate affect and personal inappropriate affect and personal space. space.


Create a Social Story!Create a Social Story!

• Develop one and email toDevelop one and email to• [email protected] for feedback for feedback


mailto:[email protected]

Documents

Social Stories Credit to Carol Gray, Arlington TX Nikki Green Hopewell SERRC, OH Project SEARCH copyright 1