Autism Spectrum & SEN
Social Stories
What are Social Stories?
The Social Understanding approaches assume that to teach “appropriate social responses” to
a student with an autism spectrum disorder could hold little meaning if others do not
understand the student’s perspective, or the student does not understand what is occurring
around him, and why (Gray, 2001).
The first step to teaching social skills is to ensure, beyond all assumptions, that
communication between typical people and people with ASD is clear and meaningful, and that
the person with an autism spectrum disorder has accurate specific social information (Gray,
2001).
As mentioned in the introduction Social Stories are used to explain everyday events and are
based in reality. Social Stories are written for an individual in order to help them to
understand specific events that they may be finding difficult. Social Stories describe
situations, skills or concepts in terms of relevant social cues, perspectives and common
responses (Gray, 2001).
In a nut-shell a Social Story is a process that results in a product. As a process, parents and
professionals consider the perspective of the person with ASD to develop each Social Story
(Gray 2001). The goal of Social Stories is to ‘teach social understanding over rote
compliance’ and ‘to describe more than direct. Through learnt understanding, from use of a
Social Story, it may be possible to provide the individual with coping strategies as, “In every
situation there is a coping strategy.” (Lawson, 2001)
Social Stories are written in such a way as to avoid potential ‘literal’ misunderstandings and
inflexible ‘rules’. Some examples of both good and bad Social Stories can be found later in
this information. Three important aspects to remember, when planning to use Social Stories
are;
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Intent; what do you want the Social Story to achieve?
Context; what is the context for the story, i.e. what situation or behaviour you want to deal
with?
Scale; how long are you going to continue using the story? Is it practical? Is there
enough time to develop the understanding you intend?
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Also, it is important to remember not to work on more than one thing at a time. For example,
if an individual is having difficulties in a number of areas only deal with one at a time, so make
sure that you;
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Prioritise; Choose which issues demand immediate attention. Deal with one issue at a
time. Stick to it for a decent period of time, before exploring the next issue.
Collaborate; Ask questions, identify stresses and key issues. Eliminate possible
stressors for overload. Establish a ‘stress-free’ zone. Create communication between
family, school and others.
Communicate; are you being clear and concise?
(Lawson, 2001)
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
How to Write a Social Story
Social Stories are written according to the Social Story Guidelines. These are based on the
learning characteristics of individuals with ASD. It is important to remember that;
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The individual’s needs determine the topic of the story
The individual’s perspective determines the focus of the story
Each Social Story has an introduction, body, and conclusion
Each Social Story answers ‘Wh’ questions
Each Social Story is written from a first or third person perspective
Each Social Story uses positive language, and states desired responses positively
If a reference to a negative behaviour is essential to the story, it is mentioned very
carefully and in general terms, such as, ‘sometimes people make mistakes’
Each Social Story contains descriptive sentences
A Social Story may contain perspective sentences
A Social Story may contain affirmative sentences
A Social Story may contain directive sentences
A Social Story may contain partial sentences
Each Social Story follows the Social Story ratio, which defines the frequency of each
sentence type within each Social Story
Each Social Story is literally accurate, mentioning possible changes in routine and using
‘insurance policy’ terms like usually and sometimes
Each Social Story may contain alternative vocabulary to avoid terms that may elicit
anxiety. For example substitute ‘different’ for another
Each Social Story has a title
Each Social Story uses concrete, easy to understand text which may be enhanced by
visual supports, i.e. photographs, pictures, maps, symbols, etc
Each Social Story uses text and, in some cases, illustrations that reflect and
understanding of the individuals personal learning characteristics, i.e. cognitive ability,
reading skills, attention/retention span, etc
The Social Story ‘Sentences’
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The Title; Each Social Story uses a title which states the ‘gist’ or overall goal of the story,
reinforcing the most important information, e.g. ‘How will we get to the swimming pool?’
and ‘How long will it be before I go home?’
Descriptive Sentences; are accurate, assumption free statements of fact, e.g. ‘My name
is,’ ‘There are many people in the room’, etc
Perspective Sentences; Most of the time, perspective sentences describe the thoughts
and feelings of other people, e.g. ‘The teacher will like it if I am listening to him’
Directive Sentences; identify possible responses and/or gently directs behaviour, e.g. ‘I
will try to sit quietly next to my mum’
The Ratio; You should use 0-1 directive sentences (partial or complete, see below) to
every 2-5 descriptive, perspective or affirmative sentences (partial or complete)
Other Sentences that may be used;
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Affirmative Sentences; are sentences which enhance the meaning of surrounding
statements, and may express a commonly shared opinion, e.g. ‘people wear bicycle
helmets to keep their head safe. This is an intelligent thing to do’
Partial Sentences; are similar to ‘cloze text’ statements, e.g. ‘At break-time I may choose
to ___________ or __________ (partial directive). These sentences encourage the
individual to predict a next step and/or guess, regarding their own response and/or
demonstrate understanding of a new concept. A descriptive, perspective, directive and
affirmative sentence may be written as a partial statement
Control Sentences; are written by the individual with ASD. They identify strategies the
individual may use to recall the story. Individual’s would read the story first and then
write the control sentence, e.g. ‘when someone says, ‘I changes my mind’, I can think of
an idea becoming better……like a butterfly changing into a caterpillar
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
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Co-operative Sentences; identify what others will do to support the individual as they
learn new skills and/or responses, e.g. ‘Mum and Dad will try to remain calm while I learn
to make a cake’
Points to Remember
Now that you have a basic understanding of how to write and use Social Stories the following
points may come in useful in order to ensure that you use them to their full effect.
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Write Social Stories to present to the individual, not with them, as they may have different
ideas about what should be included and it may turn into a Story
Students may need to refer to their Social Stories often so they need to be accessible to
them
Students may have a folder or book of their Social Stories. This should be encouraged as
it can give a greater sense of ownership
Teach one thing at a time, one concept to a page. Make a draft and redraft it as many
times as it takes to get it right
Write Social Stories with other staff, parents and professionals. They may be able to give
a different viewpoint and identify things you have missed
Research the topic first to make sure you don’t miss anything out
If the individual is not reading yet then use very simple text and vocabulary
Consider starting with the individuals name and/or photograph on the first page to make it
more personal
If the individual uses his/her own name in self-reference, use his/her name and possibly
intersperse with the term ‘I’
Write the basic idea first then refine it until it is within the individuals own vocabulary,
attention span, etc
Use the individuals own vocabulary then gradually introduce new vocabulary
Attach a story to the environment by using corresponding pictures and cue phrases, etc
When using pictures and photographs remember to be careful not to include extraneous
information. Keep it simple and clear
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
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Every day children in Britain go to school.
This is because the Law says they must do.
But it is also because they mostly want to.
Most of us, including me, enjoy going to school.
But I can’t get out of bed!
This is because I spent quite a long time not going to school.
I got used to staying at home.
In my school Planner there are some rules that we all agree to.
I am responsible for sticking to these rules.
The rules say that I will attend school every day, and arrive at
the right time.
In return for this, the school will make sure I receive a good
education.
This is like an agreement between us.
We both agree to do our bit.
Who is responsible? (Tick)
Getting out of bed on time
Me
Parents
Getting some breakfast
Me
Parents
Getting washed and dressed
Me
Parents
We can make noises caused by wind in our stomach.
Getting to the bus on time
Me
Parents
We can make noises with our mouth and our bottom.
Arrivingdoes
at school
on time
Me
Parents
Everyone
this sometimes.
Put times for each event in the boxes on the left
Noises with our mouth are called burping or belching.
I will try to stick to my agreement with school.
I will get to school on time.
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Noises with our bottom are called, breaking wind,
farting or pooping.
Some boys think this is very funny.
But lots of people think it is not funny.
It makes them feel uncomfortable because of the bad
smell.
So when there are people about we try not to do it.
Then most people will feel OK.
I will try to do it only when I am alone.
I will not fart or burp in the classroom.
Then I will not upset anyone.
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Sometimes when we are playing or working things go
wrong.
Somebody gets in my way, or takes something from me.
This makes me feel angry, or scared.
When I am angry or scared I feel like hitting someone.
Sometimes I nip or squeeze or scratch or kick
someone.
When I do this, it makes that person very upset or
frightened. Then I get into trouble.
The school rules say that we keep our hands and feet
to ourselves.
We do not hit or squeeze or nip or scratch or kick
people.
If I get angry I have to calm down.
To calm down I can walk away and sit down somewhere.
When I am calm I can talk to the person who upset me.
Or I can tell a teacher what happened.
If I get angry I will try to walk away and calm down.
I will try not to touch anyone. I will talk about it later.
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When we play a game with our friends, sometimes we
may win and sometimes we may lose.
Everybody has to win sometimes and to lose sometimes.
When I was a little boy I used to get mad every time
things went wrong for me.
If I lost a game I would get very angry and have a
tantrum.
This made my Mum and my teacher unhappy.
Now I am older I know that sometimes things will not
go my way. I may lose or I may win. This what I can do.
Which is the best? (tick)
1. Get angry.
2. Sulk.
3. Run away.
4. Get calm by myself.
5. Come back when I am feeling better.
6. Say sorry if I upset someone.
7. Laugh about it.
8. Forget it.
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
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Sometimes we have Circle Time.
We all sit round together.
We talk about things that have happened, things that
we like, and things that we don’t like.
We try to sort things out so everyone will be happy.
Everyone has a say. Everyone listens.
But sometimes I don’t want to join in if .................... is
there.
It makes me feel uncomfortable.
But if I don’t join in it isn’t fair.
It makes .......................... feel uncomfortable.
It makes everyone uncomfortable.
Circle Time is a sharing time.
If I don’t share, I am being selfish.
I will try to join in Circle Time.
I will sit in the circle when ...................is there.
This will be fair to everyone.
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Everyone in my class has a pencil case.
We keep our most important things in it, such as pencil,
crayons, rubber, ruler.
We all have the same equipment, but they don't all look
the same.
Everybody knows which is theirs and which is mine.
Nobody needs to take my things, but sometimes we may
share them.
The school rule says that we don't take things without
the owner's permission.
This means we can trust each other not to steal.
So it is OK to leave my pencil case on my desk or in my
tray.
I will trust my friends not to take my things.
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
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Sometimes I like to rub my private
parts
between my legs.
This gives me a good feeling.
Everybody does this now and then. This is normal.
But some people think it is rude, or wrong.
Some people feel embarrassed if they see me
doing it.
They may laugh or make fun of me.
I will try not to embarrass people in school.
I will remember – private parts are for
private places.
I will only do this when I am alone.
Appendix/Social Stories/AB/Kirklees Examples/31/07/2017
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When I eat by myself I can eat anything I like.
When I eat with my family, my mum usually cooks things that I
like to eat.
When I eat with other people things are often different.
They may have different tastes or different ways of cooking
to my family.
They may ask me if I like or dislike some things.
If they are kind they will not cook anything I don’t like.
But they might not ask me.
If this happens and they cook something I don’t like, I will not
complain. This would be bad manners.
If I pick at the food and try to separate the bits I don’t like,
this would also be bad manners.
When I eat with friends I will try to eat everything I am given,
even if I don’t like it. I will try not to separate bits of it.
This will be good manners.
If my friends are sensitive, they will notice that I am not so
keen on the food. They will probably avoid making that food
next time.
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Every so often in our school we have a visitor.
These are some of the sorts of people who visit my school.
1. Doctor 2. Nurse 3. School Inspector 4. Psychologist
5. Teacher of the deaf 6. Teacher for autism
(Any other visitors you can think of……………………………………………..)
I am having a visit from a Psychologist.
What will they do with me? (Tick what you think)
1. Tell me off.
2. Measure my height.
Me and the psychologist working together
3. Look into my eyes.
4. Look at my work.
5. Work with me in the classroom.
6. Work with me outside the classroom.
7. Talk with me.
8. Shout at me.
9. Talk to my parents.
10.Talk to my teacher.
11.Give me sweets.
12.Ask me to do some tests.
13.Make me smile.
14.Praise me.
I will not be worried when the psychologist comes.
His/ her name is …………………………………
We will work well together.
She/he will find out what I can do.
It will be enjoyable.
(This one can be changed to suit any visitor)
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