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

2. Social Stories & Developmental Disabilities Social Stories were developed predominately for individuals who have Autism or Asbergers. Social Stories were developed predominately for individuals who have Autism or Asbergers. Many of the principles are useful with clients who have developmental disabilities Many of the principles are useful with clients who have developmental disabilities Project SEARCH copyright 2

3. A social story is … A short story written in a specific style and format. Each social story describes a situation or skill in terms of relevant social cues and common responses. A short story written in a specific style and format. Each social story describes a situation or skill in terms of relevant social cues and common responses. Project SEARCH copyright 3

4. Uses of Social Stories: Describe a social situation/define cues Describe a social situation/define cues Provide steps to be used in situations Provide steps to be used in situations Teach new routines or change in routine Teach new routines or change in routine Generalize a new skill Generalize a new skill Provide support to control outbursts, fear, compulsions, etc. Provide support to control outbursts, fear, compulsions, etc. Teach fact from fiction; distinguish friend from foe Teach fact from fiction; distinguish friend from foe Give a visual understanding of social issues Give a visual understanding of social issues Project SEARCH copyright 4

5. Why do social stories work? Visual Visual Provide accurate information Provide accurate information Identify relevant social cues Identify relevant social cues Describe expected behaviors Describe expected behaviors Identify and address social interference Identify and address social interference Project SEARCH copyright 5

6. Basic Social Story Sentences Descriptive sentences Descriptive sentences Perspective sentences Perspective sentences Directive sentences Directive sentences Control sentences Control sentences Project SEARCH copyright 6

7. Descriptive Sentences Explain what is happening and why Explain what is happening and why Describes who is involved, what they are doing and why Describes who is involved, what they are doing and why Example: Example: At break time the lounge is full of workers. They sometimes tell jokes. Break time is 15 minute long. At break time the lounge is full of workers. They sometimes tell jokes. Break time is 15 minute long. Project SEARCH copyright 7

8. Perspective Sentences Describes the reactions and feelings of others involved in a target social situation. Describes the reactions and feelings of others involved in a target social situation. They should be honest statements. They should be honest statements. Examples: Examples: People laugh when they are happy to be with friends People laugh when they are happy to be with friends Project SEARCH copyright 8

9. Perspective Sentences More Examples: More Examples: People move away when you scream because sometimes they are afraid People move away when you scream because sometimes they are afraid The boss likes it when his workers are on time The boss likes it when his workers are on time People feel nervous when other people stand too close to them People feel nervous when other people stand too close to them Project SEARCH copyright 9

10. Directive Sentences These suggest what to do or a desired responses or social skills. These suggest what to do or a desired 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 when it is too loud. Example: I can ask to take a break when it is too loud. I will try to ask for a break I will try to ask for a break I will try to return from break when my watch stop rings I will try to return from break when my watch stop rings Project SEARCH copyright 10

11. Control Sentence This provides a way for person to remember (with input from the person) This provides a way for person to remember (with input from the person) Example Example I can put an IPOD by my lunch bag so I can remember to take it to the lunchroom I can put an IPOD by my lunch bag so I can remember to take it to the lunchroom I can put my stop watch directions in my wallet in case I forget how to set it I can put my stop watch directions in my wallet in case I forget how to set it I could ask the supervisor for a break if I need to go to the bathroom I could ask the supervisor for a break if I need to go to the bathroom Project SEARCH copyright 11

12. The Basic Social Story Ratio 1 Directive /Control sentence 1 Directive /Control sentence 2 - 5 descriptive and/or perspective sentences 2 - 5 descriptive and/or perspective sentences Most common mistake: too many directive sentences and not enough descriptive sentences Most common mistake: too many directive sentences and not enough descriptive sentences Project SEARCH copyright 12

13. A Social Story Should Not: Include No, Wrong, Stop, I must Include No, Wrong, Stop, I must Identify social expectations without information Identify social expectations without information 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 use Be used without a plan for use Project SEARCH copyright 13

14. Basic Steps to Writing Social Stories Target a difficult situation Target a difficult situation Gather information Gather information Imagine observations, variations and solutions Imagine observations, variations and solutions Support new responses and/or revise story based on individual's perspective Support new responses and/or revise story based on individual's perspective Project SEARCH copyright 14

15. Guidelines for Writing Social Stories Positively state desired behaviors Positively state desired behaviors Write at student’s comprehension level Write at student’s comprehension level Write in “reality” – build in flexibility and/or variations in routines Write in “reality” – build in flexibility and/or variations in routines Functionally/visually define ambiguous terms Functionally/visually define ambiguous terms Write from a “first person” and present tense - the trainee/student describes Write from a “first person” and present tense - the trainee/student describes Project SEARCH copyright 15

16. Guidelines for Writing Social Stories Use caution with illustrations Use caution with illustrations Consider “Wh” questions as titles/ subtitles Consider “Wh” questions as titles/ subtitles Be specific; yet use “sometimes” and “usually” Be specific; yet use “sometimes” and “usually” State desired responses carefully State desired responses carefully Incorporate student interest Incorporate student interest One step of Social Story per page One step of Social Story per page Few sentences per page Few sentences per page Project SEARCH copyright 16

17. Teaching the Social Story Teach it before the situation occurs or reoccurs Teach it before the situation occurs or reoccurs Develop a schedule for review Develop a schedule for review Fade the story as the person develops the skill Fade the story as the person develops the skill Develop a notebook for stories Develop a notebook for stories Evaluate the story impact Evaluate the story impact Project SEARCH copyright 17

18. Situation Problem: Worker fails to return to break on time Problem: Worker fails to return to break on time What we think is happening: What we think is happening: Worker is enjoying the socializing and maybe the work is boring Worker is enjoying the socializing and maybe the work is boring Why this needs to be addressed Why this needs to be addressed Not returning from break on time Not returning from break on time Poor work habit Poor work habit Project SEARCH copyright 18

19. What we know: Worker: Worker: Likes his job Likes his job Likes car radios, electronics, drawing Likes car radios, electronics, drawing Can read/comprehend at 3 rd grade level Can read/comprehend at 3 rd grade level Perseverates in conversations Perseverates in conversations He can tell time He can tell time Have tried giving him a watch Have tried giving him a watch Project SEARCH copyright 19

20. Worker’s Perspective After discussion with worker, says he just waits until the other return from break because break does not always start at the same time and he doesn’t always tell when 15 minutes are over After discussion with worker, says he just waits until the other return from break because break does not always start at the same time and he doesn’t always tell when 15 minutes are over Project SEARCH copyright 20

21. Maria 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 need to return to work at 3:15. Sometimes my break starts at 3:00. Then I need to return to work at 3:15. Sometimes we are too busy for the break to start on time. Sometimes we are too busy for the break to start on time. If we start out break after 3:00 we still get a 15 minute break. If we start out break after 3:00 we still get a 15 minute break. Project SEARCH copyright 21

22. Maria at Work A stop watch can tell me when 15 minutes have passed. A stop watch can tell me when 15 minutes have passed. A stop watch will make a noise when my break is over. A stop watch will make a noise when my 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 can help be on time after my break. My new Timex with a glow in the dark light can help be on time after my break. My boss will be happy when I come back to work on time. My boss will be happy when I come back to work on time. Project SEARCH copyright 22

23. Situation Problem: Most days Maureen comes to work in a dirty uniform Problem: Most days Maureen comes to work in a dirty uniform What we know: What we know: She knows how to do laundry She knows how to do laundry She has a budget to do it and keeps to her budget She has a budget to do it and keeps to her budget She is always showered and clean She is always showered and clean She has 2 uniforms and works 5 days She has 2 uniforms and works 5 days She likes checklists She likes checklists Project SEARCH copyright 23

24. Maureen’s Uniforms Monday is laundry day Monday is laundry day She always follows the same routine for laundry She always follows the same routine for laundry She has difficulty with changes She has difficulty with changes She has other routines for other days of the week She has other routines for other days of the week Project SEARCH copyright 24

25. Other Scenarios - Practice Jennifer likes computers and has good skills. She is able to read and write with basic skills. She has difficulty waiting for the printer to print. When there are problems or delays she makes loud noises and is very agitated waving her arms. Jennifer likes computers and has good skills. She is able to read and write with basic skills. She has difficulty waiting for the printer to print. When there are problems or delays she makes loud noises and is very agitated waving her arms. Tara has difficulty with greetings. Has inappropriate affect and personal space. Tara has difficulty with greetings. Has inappropriate affect and personal space. Project SEARCH copyright 25

26. Create a Social Story! Develop one and email to Develop one and email to rutkowss@greatoaks.com for feedback rutkowss@greatoaks.com for feedback rutkowss@greatoaks.com Project SEARCH copyright 26