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Social Stories
Glenwood, Inc. The Autism and Behavioral Health Center Teacher Training 2013
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Social Stories 10.0 Abbreviated – Carol Gray
1. Share accurate social information; 50% of time applauds achievements
2. Intro clearly identifies topic, body adds detail, and conclusion reinforces and summarizes information
3. Answers “wh” questions
4. Written from 1st or 3rd person
5. Uses positive language
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories 10.0 Abbreviated – Carol Gray
6. Always contains descriptive sentences
7. Describes, more than directs, follows formula
8. Tailored to abilities and interest of audience; usually literally accurate
9. May include illustrations
10. Title meets all applicable Social Story Criteria
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Descriptive Sentences
Descriptive – factual statements that are free of opinions and/or assumptions
Samples
My name is ________________.
Sometimes, my grandmother reads to me.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Perspective Sentences
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
Perspective – describe a person’s internal state, their knowledge/thoughts, feelings, beliefs, opinions, motivation, or physical condition
Samples
Some people have fun at school (opinion).
Some children believe in Santa Claus (belief).
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Social Stories Cooperative Sentences
Cooperative – identify what others will do to assist the child
Sample
My mom, dad, and teachers will help me as I learn to use the toilet.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Directive Sentences
Directive – gently guide the behavior of the child by identifying a suggested response or choice or responses to situation or concept; often begin with
“I will try…” “I will work on…” “I may try…”
Sample
I will try to keep quiet.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Affirmative Sentences
Affirmative – enhance the meaning of surrounding statements and often express a commonly shared value or opinion
Sample
This is a good idea.
This is very important.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Control Sentences
Control – statements written by a child to identify personal strategies to recall and apply information
Sample
Can be anything child wants to help remember information.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Stories Partial Sentences
Partial – statements that incorporate fill in blanks Often used to check comprehension
Encourage child to make guesses regarding next step in situation
Can be used with any of the six types of sentences
Sample When I need help, I will try to ask _____, _____,
or _____.
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Story Formula
Two categories for sentences
Describe – descriptive, perspective, cooperative, and affirmative; answers “wh” questions
Direct – directive and control
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Story Formula
Looks Complicated -
Easy way – no more than 0 -1 direct/control sentences to 5 -6 descriptive sentences
Image Source: Gray, C. (2004). Social stories 10.0. Jenison, MI. Source: AZ Education Cadre. October 2007.
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Creating Your Social Story
Remember using “I will try….” are good sentences, but they are directives. Keep them to a minimum!
Creating a social story using only directives then becomes a book of rules for that particular situation.
Often children with ASD are rigid with their rules. We want to deter from creating rule books for them.
For each sentence in your story, note the type of sentence you used.
At the end of your story, list all types of sentences and state if you met the formula.
NEVER say Never! Avoid absolute terms (always, never, this will work, etc.)
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Social Story Tailoring
Story Length
Organization and Sentence Structure
Modifications in vocabulary and literal accuracy
Creativity
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Story Title
Shares information about topic or most important part of story
May pose or answer “wh” questions
Written in 1st or 3rd person
Uses positive language
Easily understood and interesting
Sometimes has an illustration
Source: Gray, C. (2004). Social stories 10.0. Jenison, MI.
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Social Story Example
“My Circle Time Story” For a preschool child Created by: Angelique Harber
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This sentence is an example of a descriptive sentence. It is telling a factual statement.
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This is an example of a perspective sentence. It is referring to another’s thoughts or opinions.
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Another perspective sentence.
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This is an affirmative sentence. Most preschoolers find sitting in circle time for a lengthy period to be difficult.
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This sentence could be directive or control. Directive in that it is guiding the child in a choice. Control in that the child could have helped write these choices.
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This is a perspective sentence stating how the teacher will feel if a positive choice is made.
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This is an affirmative sentence. It can be seen as a shared idea or opinion.
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Sentence Formula
Did we stick to the formula?
We have… 1 Descriptive
3 Perspective
2 Affirmative
1 Directive/Control
This story follows the formula by having no more than 0 -1 directive or control sentences to 5 -6 descriptive, perspective, affirmative, or cooperative sentences.
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Pre-Cursor to Social Stories
Use a mini-schedule to give information in form of a social story
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Eating in the Cafeteria
Writing a Social Story: team corrections
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In the cafeteria, many people are talking.
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The cafeteria could be loud and make me nervous.
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I will try to sit in the first open seat I see.
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I will try to use my hands to eat, then draw.
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If I need help, I can ask ______, _______, or ________ for help.
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I can talk to people around me or stay quiet.
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I will try to leave the cafeteria when the bell rings then go to math.
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What’s This Story’s Ratio?
Directive Sentences
Descriptive/Perspective ____
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Let’s Fix It! What’s Our Ratio?
Directive/Control Sentences
Descriptive-Type Sentences
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Things to think about
Type of visual—
Icons vs picutures
Use individual’s name vs pronouns
When do you read?
Example—daily or prior to an event
You are wasting your time if you read a social story
during a behavioral meltdown. The student will not be able to focus/ hear the story at that moment.
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Resources
www.thegraycenter.org/ www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.
htm\
This website has lots of stories already created, but they tend to be more rule books than social stories.
This is a starting point for stories you can re-create.
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Questions