Social stories Craig Domanski Caldwell College PS 572--Teaching Language and Social Skills to Children with Autism

Overview History Definitions Uses Components Guidelines 4-Term Contingency Example References

History Developed by Carol Gray First defined in 1991 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

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)

Components 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

Examples of descriptive statements “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

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.”

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 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

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 “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

Examples 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.”

The 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

Other 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.”

Guidelines Step 1: Picture the goal Step 2: Gather information 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”

How 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

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? (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 school Hi, my name is Craig. <descriptive statement>

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

The students in class think that class is hard 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> Stop Take a deep breath 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>

If I do a good job in class, Dr. Reeve will let me graduate 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>

References 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.