Definition
Social Stories were originally developed by Carole Gray, an American expert in working with learners with autism, but they have been used more widely as a means of developing social understanding. A social story introduces appropriate social knowledge in the form of a story that provides a visual support for the pupil. It explains the hows and whys of a social setting. The different types of sentences within a social story give the pupil information about a situation and provide clear guidance on possible ways to respond.
The stories are written by professionals or parents to describe social situations that the child with autism is finding difficult or to describe successes.
Commentary
According to Attwood (1998), it would appear that this technique is proving to be very effective, in enabling individuals with autism to understand cues for specific social situations.
Social stories are usually written in the first person, as though the pupil is describing the event, and Gray (1994) suggests that they should contain three types of sentence:
- Descriptive sentences that describe what happens, where the situation occurs, who is involved and what they are doing and why.
- Perspective sentences that describe the reactions and responses of others in the target situation and sometimes the reasons for those responses. They may also describe the feelings of others.
- Directive sentences that describe the possible responses to the social situation.
Gray recommends a ratio of between two to five descriptive sentences to every directive sentence.
Relevance for Teachers
Teachers may use social stories to help learners with Autistic Spectrum Disorder (ASD) but may also find that they are useful in preparing all children for new experiences.
The following is a social story helping a learner with ASD to understand what is involved in getting ready for P.E. in a primary school.
How to get ready for PE:
When my teacher tells me that I am going to be doing P.E., some children from my class will go and get the PE bags.
They give them out to each table.
I will try to get changed quickly and quietly
Sometimes we will go to the hall. Sometimes we will go to into the playground or on the field
I like to play the different games and activities.
I can join in with the other children.
When P.E. has finished, I will go back to my class quietly with the other children.
I will try to get changed as quickly and quietly as possible.
I take off my shorts and T Shirt and put them into my PE bag.
I then hang up my bag on my peg.
I will try to sit quietly until everyone is ready.
The story is composed in consultation with the learner and is read to the learner before the activity. Once the learner understands and has developed a way of successfully managing the situation, the story can be used less often.
Indicative reading
Attwood, T (1998) Asperger Syndrome : A Guide for Parents and Professionals London Jessica Kingsley
Gray, C. (1994) The Social Story Book Jenison MI : Jenison Schools