how to write a social story

HOW TO WRITE A SOCIAL STORY

Created By:Teressa Feierabend, LSSP

Presented By:Trudie Dewey

Carol Gray Website,

Carol Gray,

http://www.youtube.com/watch?v=vjlIYYbVIrI

Why Write Social Stories,Using Social Stories™ is a cost-effective way to provide a student with an autism spectrum disorder an unlimited amount of information about social events and social expectations.

It is an individualized approach, but Social Stories™ can be used for different students.

A TRUE SOCIAL STORY,There are many “social stories” available on the

internet and other sources that are not true Social Stories™.

To be a true Social Story™, the story must meet the criteria presented today.

BEFORE WE BEGIN,AUDIENCE – the student or child

AUTHOR – parent or teacher

STORY – social story

TEAM – parents and professionals working together on behalf of the child

The 10.1 Criteria,1. One Goal2. Two-Part Discovery3. Three Parts and a Title4. FOURmat5. Five Factors Define Voice and Vocabulary6. Six Questions Guide Story Development7. Seven Types of Sentences8. A Gr-eight Formula9. Nine Makes It Mine10.Ten Guides to Editing and Implementation

Criterion 1: One Goal,The goal of a Social StoryTM is to share

accurate information using a process, format, voice, and content that is descriptive, meaningful, and physically, socially, and emotionally safe for the Audience. Every Social StoryTM has an overall patient and reassuring tone.

Criterion 1: One Goal,Individuals with Autism Spectrum Disorders

perceive social events differently.

Social Stories™ help students with Autism Spectrum Disorders understand social events and social expectations.

Criterion 1: One Goal,

Is the goal of a Social Stories™ to get the Audience to do what the Author or Team wants him/her to do?

• Yes • No

Criterion 1: One Goal,NO: The most common

misconception is that the goal of a Social Story™ is to change the Audience’s (i.e., student) behavior.


Not understanding social events and expectations can result in frustration and/or maladaptive behavior.

We use the Social Story™ to address the student’s difficulty understanding

social situations.


Improving understanding of social events and expectations can improve behavior.


Every Social Story™ has an unfaltering respect for its Audience, regardless of the topic.


The physical, social, and emotional safety of a Story is an Author’s first concern.

Criterion 1: One Goal,Don’t write a socially unsafe

story.

Mrs. Barnes, a first grade teacher, writes a story for Adam, age six. She includes the following statements about her class: “We’re all friends here. Friends cooperate with friends.”

Criterion 1: One Goal,Two “friends” from his class approach him,

and tell him to pull down his pants. Working from the information in the story, that these two classmates are friends and friends cooperate with one another, Adam complies with their request. He’s confused as they turn, laughing, and walk away.

Criterion 1: One Goal,Adam’s story was inaccurate. Classmates in

a classroom are not all friends. Mrs. Barnes did not write a Social StoryTM. With all good and noble intentions, she wrote a socially unsafe story.

Criterion 1: One Goal,Carol Gray states that the most frequent

Author mistakes are statements in a story that threaten emotional safety.

Examples:“I often interrupt”“Sometimes, I hit other children”“I often don’t listen when people are talking to

me and that’s rude.”


Self-deprecating statements or negative references to the Audience are not allowed in a Social Story™.

Criterion 2: Two-Step Discovery,

Keeping the goal in mind, Authors (i.e., teachers and parents)

1. Gather accurate information

2. Then, identify the topic and types of information that will be shared in the STORY.


A child with an autism spectrum disorder (ASD) may frequently perceive social events differently.

Here, the Author attempts to understand how the situation from the Audience’s point of view.

Criterion 2: Two-Step Discovery,Ex.Andrew, a student in Mrs. Clark’s first-grade

class, struggled in math. Only once had he raised his hand for help. As his consultant, I was curious as to why Andrew had given up on the hand-raising process. I decided to try drawing a

picture with Andrew to learn more. We drew about what happened when Andrew raised his hand.


While doing so, Andrew said, “I’m never going to raise my hand again. My teacher doesn’t know anything about math.” I asked why he felt that way. “Well, I raised my hand. Mrs. Clark came over and said, ‘Okay, Andrew, what’s the first number?’ Mrs. Gray, she doesn’t even know her numbers!”’ The story topics became

clear.


One described what his teacher knows. It included copies of her diploma and first-grade math assignments that she had completed. The second Story explained why teachers ask questions when they already know the answers.

Criterion 3: Three Parts and a Title,

A Social StoryTM has a title and introduction that clearly identifies the topic, a body that adds detail, and a conclusion that reinforces and summarizes the information.


TITLE

BODY

CONCLUSION


TITLE & INTRODUCTION (Introduce)

BODY (Describe)

CONCLUSION (Reinforce the most important concepts in a Social StoryTM .


INTRODUCTION

Includes a clear topic sentence. Ex. “If I lose a toy, people can help.”

May include a sentence to gain attention:Ex. “My name is Jeremy.”


BODY

Adds further description/explanation. Ex. “Mom or dad knows how to find my toy. We will try to think and look.”


CONCLUSION

Refers the Audience back to the beginning. It restates the original purpose with the benefit of additional information. Ex. “People can help me look for my

toy.”


My name is Jeremy.If I lose a toy, people can help. Mom or dad knows how to find my toy. We will try to think and look.People can help me look for my toy.

Criterion 3: Three Parts and a TitleACTIVITY,

Directions: Considering the 3rd Criterion, complete the sentence below:

A Social StoryTM must have a minimum of ___ sentences.

3

LET’S REVIEW, Name the first 3 criteria:

1. One Goal2. Two-Part Discovery3. Three Parts & a Title

Criterion 4: FOURmat!, A Social StoryTM has a format that clarifies

content and enhances meaning for the Audience.

Criterion 4: FOURmat!, The “format” refers to how the text and

illustration are tailored to the needs of the Audience.

Criterion 4: FOURmat!, Must consider:1. The length of the Story2. Sentence structure3. Vocabulary4. Font style/size5. Organization

Criterion 4: FOURmat!, Age and Ability

Younger Child• Story needs to be brief!• Will contain 3 to 12 short sentences

(eliminate commas to create 2 short sentences rather than 1 long

sentence)

Criterion 4: FOURmat!,Repetition, Rhythm, and Rhyme

Ex. “On the playground, I may play on the swings, I may play on the slide, I may play on the monkey bars, or I may play something else.”

Ex. Feeling angry is okay. It’s important what I do and say.”

Criterion 4: FOURmat!,Repetition, Rhythm, and Rhyme

Consider the Audience when deciding. Some Audiences may regard them as “babyish” and insulting.

Never risk insulting the Audience!

Criterion 4: FOURmat!,ILLUSTRATION

Using visual arts to support the meaning of text (e.g., actual objects, photos, videos, drawings, PowerPoint presentations, figures, charts, and diagrams).

Criterion 4: FOURmat!,ILLUSTRATION

Use caution. Don’t use anything that misleads or confuses the Audience.

Criterion 5: Five Factors Define Voice and Vocabulary,

A Social StoryTM has a patient and supportive “voice” and vocabulary that is defined by five factors:

1. First- or Third- Person Perspective2. Positive and Patient Tone3. Past, Present, and/or Future Tense4. Literal Accuracy5. Accurate Vocabulary


First- or Third- Person Perspective

Many Social StoriesTM are written in a first-person voice, as though the Audience is describing the situation, event, or concept.

This presents information from anAudience vantage point.


Take care not to “put words into the mouth” of the Audience, when it is not representative of the Audience’s experience.

Ex. “I will like recess.”

Even though a Story is written in the first-person voice, it is likely it will contain

both first- and third-person perspective statements.


A Social StoryTM that is written from a third-person voice, similar to a newspaper article, is called a Social Article.

Social Articles may use columns, advanced vocabulary and/or Times New Roman font to minimize any “babyish” or insulting

quality in the text. They are for an older or more advanced Audience.


POSITIVE AND PATIENT TONE

A Social StoryTM uses positive language. A person with an autism spectrum disorder (ASD) is more likely to be challenged, corrected, and re-directed far more frequently than his or her peers.



A Social StoryTM keeps the self-esteem of the Audience safe.

Examples like “I have difficulty listening to my teacher” or “Sometimes when I am angry, I hit people” provide little usable

information.



Authors never use the Audience voice in reference to his or her negative behavior.

Instead, an Author may describe a specific negative behavior in general, without

“pointing a finger” at the Audience.


PAST, PRESENT, AND/OR FUTURE TENSE

People readily use information from their past to build self-esteem, solve problems, and anticipate likely outcomes.

So, Authors may include references to the past, and use the past, present,

and/or future tense in a STORY.


ACCURATE VOCABULARY

Accurate vocabulary refers to words that most efficiently represent the Author’s intended meaning.


ACCURATE VOCABULARYTwo considerations:1. Positive verbs are preferable to negative

counterparts. Ex. “I will try not to run in the hallway.” “I will try to walk in the hallway.”


ACCURATE VOCABULARYTwo considerations:

2. Verbs are notorious for the subtle but critical contrasts between them.

“Dad will get the milk at the store.”“Dad will buy milk at the store.”(Get milk may be shoplifting).

Criterion 5: Five Factors Define Voice and

VocabularyACTIVITY,Directions: Which of the sentences may be used in a Social

StoryTM? 1. ___ I shouldn’t run in the house.2. ___I will keep the paint on the paper.3. ___You’ll have fun at recess.4. ___Veterinarians know a lot about dogs, cats, and other animals.5. ___ Because our plans are up in the air, this is no time to decide on an itinerary.


I shouldn’t run in the house. Many times, it’s important to run in the house.

I will keep the paint on the paper. I will try to keep the paint on the paper.

You’ll have fun at recess. At recess, I may play on the swings. I may play with ball. Or, I may decide to play something else.

Because our plans are up in the air, this Is no time to decide on an itinerary.

When Dad knows the dates for his vacation this year, our family will plan a trip to California.

LET’S REVIEW,Name the first 5 criteria:

1. One Goal2. Two-Part Discovery3. Three Parts & a Title4. FOURmat5. Five Factors Define Voice and

Vocabulary

Criterion 6: Six Questions Guide Story Development,

A Social StoryTM answers six relevant questions:

1. Where - describing the context 2. When - time-related information 3. Who - relevant people 4. What - important cues 5. How - basic activities, behaviors 6. Why – reasons and/or rationale behind

them


A single, opening sentence can answer many “wh” questions:

“My family (who) is going (what) to the beach (where) today (when).


This may be followed with a brief statement that answers how the trip to the beach will occur: “We’ll ride in our car to the beach.”

or a sentence that explains why this activity is planned:

“Many families have fun when they visit the beach.”


A Social StoryTM succinctly identifies who is involved, where and when a situation occurs, what is happening, how it happens, and why.

While not all “wh” questions are answered in every Story, they are all considered.

Criterion 7: Seven Types of Social StoryTM Sentences,

There are 7 possible types of sentences that may be used in a Story.

Descriptive Sentences are the only required sentences; all of the others are optional.


DESCRIPTIVE SENTENCES

Descriptive sentences are factual and objective.

They describe:1. Context2. The relevant but often unspoken aspects of a situation, person, activity, skill, or concept.


DESCRIPTIVE SENTENCES

The best place to start when learning to write Descriptive Sentences is to pretend that you are looking through the lens of a camera.

Describe:

• What you see.• And, the information the camera doesn’t record – what many people mistakenly assume that everyone knows and understands.


DESCRIPTIVE SENTENCES EXAMPLES:

“There are many vacation days during the year.”

“Some vacations are long, and others are short.”

“Wrapping hides a gift, and helps to keep it a secret.”


PERSPECTIVE SENTENCES

Authors may make mistakes when guessing the Audience perspective. For this reason, Perspective Sentences are rarely used to describe the internal status of the Audience.

The only exception is when the Audience’s own references to positive thoughts or feelings are used. Ex. “I often say, ‘I really love to swim.’”



A Social StoryTM Article may contain Perspective Sentences.

Perspective Sentences are statements that accurately refer to, or describe, a person’s internal state,

or their knowledge, feelings, beliefs, opinions, motivation, or physical condition or health.



“May people think that nice surprises are fun.”“Adults may think it’s polite to wait a while

before opening a gift.”“May students want to help our substitute

teacher, Mr. Jackson.”


SENTENCES THAT COACH

• Can coach the Audience• Can coach the team• Can self-coach


SENTENCES THAT COACH THE AUDIENCE

• I will try to follow Mrs. Wakefield’s directions.• I may choose to play on the swings. Or, I

may choose another recess activity.• I will try to keep the paint on the paper.


SENTENCES THAT COACH THE TEAM

• Mrs. Franklin will try to give me more time to Complete each science test.• My mom will be with me in the doctor’s office.• Mom or dad will be with me in the water.


SENTENCES THAT SELF-COACH

• When someone says, “I changed my mind,” I can think of a caterpillar turning into a butterfly.

• To help me stay calm, I may try thinking about the next fun activity. For example, I may think about “After the test, it’s time for recess.”

• I can use a paper chain to help me keep track of the number of days until my birthday.


AFFIRMAATIVE SENTENCES

• Stress an important point

• Refer to a law or rule

• To reassure


AFFIRMAATIVE SENTENCES• People wake up. Sometimes they are happy to

wake up. Other times they would like to be able to sleep longer. That’s Life on Planet Earth.

• Sometimes a student is absent. This is okay. The teacher will help them get their assignments so

that they can finish their schoolwork.• To stay safe, children take turns going down the slide. This is very important.


PARTIAL SENTENCES (Fill-in-the-blank format)

Used to:Check comprehensionEncourage the Audience to make guesses regarding the next step in a situationMake guesses about the response of another individualMakes guesses about his/her responses


PARTIAL SENTENCES (Fill-in-the-blank format)

• Wrapping hides a gift, and helps to keep it a _____________.• Many people think that nice surprises are ____________.• To stay safe, children take turns going down the slide. This is very important.

Criterion 8: A GR-EIGHT Formula,

The Social Story Formula is an equation that defines the relationship between the different types of sentences in a Social Story.

Criterion 8: A GR-EIGHT Formula,

The Social Story Formula # of Sentences that DESCRIBE ≥ 2

# if Sentences that COACH

Social Stories™ that describe = Descriptive + Perspective + Affirmative Sentences

Criterion 8: A GR-EIGHT Formula,The Social Story Formula contributes to the

patient and unassuming quality of the Social Story.

Reminds Authors to take the time to share information, including the information that

we often assume “everyone knows.”

Criterion 9: Nine Makes It Mine,Whenever possible, a Social Story is tailored to

the individual preferences, talents, and interests of its Audience.

We all choose to read materials which interest us. We don’t want to read information we find confusing or frustrating.

Criterion 9: Nine Makes It Mine,• One grandmother embroidered a Social Story about what love means on a quilt for her grandson’s bed.

• A mother pasted a Social Story about buying new shoes on the top of a shoe box, placing phots of the exact shoes her child would try on in the store

the next day.• For a child who is interested in the US Postal System, Social Stories can be mailed with postmarks from different locations.

Criterion 9: Nine Makes It Mine,

• Don’t take this one too far. Whenever an idea is “over the top” it threatens the Social Story goal of safety and meaning.

Criterion 10: Ten Guides to Editing and Implementation,1. Edit!

2. Plan for Comprehension3. Plan Story Support4. Plan Story Review5. Plan a Positive Introduction6. Monitor!7. Organize Stories8. Mix and Match Stories to Build Concepts9. Story Re-Runs and Sequels10. Recycle Instruction into Applause

Criterion 10: Ten Guides to Editing and Implementation,

1. Edit!

This will catch regrettable errors and helps to ensure that the Story follows all criteria.


2. PLAN FOR COMPREHENSION

Look one last time at the text and illustration keeping comprehension in mind. Might want to develop questions to go with the Story.Once the Audience is familiar with theStory, consider adding Partial Sentences.


3. PLAN STORY SUPPORT

Include resources and instructional techniques to support the Story. Might want to put the Story on a PowerPoint or create a poster that Can be used in the classroom whichcontains an important phrase from the Story.


4. PLAN STORY REVIEW

Review the Story patiently and with a positive attitude. Review the story in a comfortable setting with a positive tone.

Never, never, never force review of a Story or use a Story as a consequenceFor misbehavior.


5. PLAN A POSITIVE INTRODUCTION

Social Stories are introduced in the same matter-of-fact and unassuming quality as its text. The Author can begin with “This is a story That I wrote for you!”For young children, might want to sit side by side with the story in the front of both.


6. Monitor!

Once a Story is in place, monitor its impact. Watch the Audience’s response to make sure the Story was interpreted as intended.


7. Organize Stories

One Story does lead to another. Keep the Stories organized. Consider using a 3-ring binder with a personalized clear plastic cover.


8. Mix and Match Stories to Build Concepts

There will be many topics to write about. It is uncommon for an Audience to acquire many Stories within a short time!

May want to sort stories by topic.


9. STORY RE-RUNS AND SEQUELS

It may be the case that Stories are not “retired”. Long after it’s been set aside, a Story may be introduced like a re-run on television.

You may want to create Story Sequels.



It may be the case that Stories are not “retired”. Long after it’s been set aside, a Story may be introduced like a re-run on television.



For example, a story about friendship at age six may be retrieved and updated with information about friendship at age six may be retrieved and updated with information about friendship at age eight.


10.RECYLE INSTRUCTION INTO APPLAUSE

Social Stories may be “recycled” too. A Story that originally introduces new skills may later be recycled into a Story that applauds their mastery.

This is easy to do if the Stories are saved on a computer.

LET’S REVIEW,Name the first 10 criteria:1. One Goal2. Two-Part Discovery3. Three Parts & a Title4. FOURmat5. Five Factors Define Voice and Vocabulary6. Six Questions Guide Story Development7. Seven Types of Social Story Sentences8. A GR-EIGHT FORMULA9. Nine Makes It Mine10. Ten Guides to Editing and Implementation

LET’S PRACTICE,• You have been given a handout with four

different scenarios.• Choose one of these scenarios.• Write a Social Story to address the

situation.

LET’S PRACTICE,• Andrea is a first grade student with Asperger’s Disorder. She becomes very upset on

days her teacher, Mrs. Smith, has a substitute. Write a Social Story explaining why teachers have substitutes. Mrs. Smith has triplets.

• Jack is an eight-year-old with high-functioning autism. He has had great difficulty with campus safety drills. He covers his ears and runs. Write a Social Story that explains why principals schedule drills.

• Alyssa is a 12-year-old student with Asperger’s Disorder. Her mother has tried for years to get Andrea to take a shower appropriately. However, Andrea simply turns the water on and stands under it for a few minutes. Then she steps out of the shower and dries off. Write a Social Story explaining how to take a shower in ten steps.

• Caitlyn is a first grader with high functioning autism. She has great difficulty when there are changes in her daily schedule. Write a Social Story explaining how her teacher, Mrs. Jones, will sometimes make changes in the schedule.

how to write a social story

Documents

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true social story

social storytm

social situations

true social stories

social stories available

actual social stories

understanding of social