Social Stories

The concept of Social Stories™ was developed by Carol Gray. The stories are based on a social philosophy that recognises that communication is a two-way process and this is aligned with the double empathy problem, which higlights the reciprocal basis of all communication.  Carol Gray’s Social Stories™ provide a means for a parent/professional to consider the perspective of the autistic person and therefore communicate ideas in a more effective way. They are used as a means of clearly communicating information about a context, skill or concept; this creates clarity and predictability for the student and can subsequently reduce anxiety and improve the ability to cope in different contexts and experiences.

Social Stories™ and Context

 Carol Gray’s definition of Context is:

One or more people plus any place, purpose, predicament, and/or event; the dynamic meaning derived from the simultaneous consideration of social cues at any point in time.

Autistic students may struggle with sorting, arranging and discarding social cues as well as applying meaning to social cues throughout the day. A Social Story™ can be used to teach a student social understanding.

Definition of a Social Story™

The definition on Carol Gray’s Social Story™ website is:

A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, “voice”, content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism.

 We can use Social Stories™  as a method of sharing information in an accurate, meaningful and safe way.

http://carolgraysocialstories.com/

Social Story Criteria

Over the course of 20 years Carol Gray has modified the guidelines used for writing Social Stories™.  The term Social Stories 10:2 or 10.2 Criterion refers to the updated or developed criteria released in 2014. These developments are based on both her extensive personal experiences and feedback from parents, teachers and children/ autistic young people. Independent research studies published in scientific journals identify the use of Social Stories as evidence-based practice in education and therapy.

Follow the link below to Carol Gray’s Social Story™ website which clearly explains the ten criteria for writing a Social Story™:http://carolgraysocialstories.com/wp-content/uploads/2015/09/Social-Stories-10.0-10.2-Comparison-Chart.pdf

Important Tips

• Social Stories are a positive approach which should be introduced to students in a calm and comfortable environment and read to or with students using a positive tone.
• Students should never be forced to read or review a story, nor should a Social Story™ be used with a student as a consequence for inappropriate behaviour.

Example Social Stories™

Over the course of 20 years Carol Gray has modified the guidelines used for writing Social Stories™ with the recent introduction of the 10:2 Criterion. These developments are based on both her extensive personal experiences and feedback from parents, teachers and children/autistic young people. Independent research studies published in scientific journals identify the use of Social Stories as evidence-based practice in education and therapy.

WHAT TO DO WITH MISTAKES ON SCHOOLWORK

A mistake is an error. All students make mistakes. So, most students are not surprised to see them on their schoolwork. They may feel sad or disappointed, but not really surprised.

Expecting mistakes helps students prepare for the disappointment of seeing them on their corrected papers. Expecting mistakes helps many students stay calm, so they can think and handle any mistake well.

Sometimes, students are told to correct mistakes on schoolwork. That’s one reason why most pencils have erasers. Students try to figure out what they did wrong. Then, they erase the mistake and make it right. That’s one good way to handle a mistake.

Other times, it’s difficult to figure out why an answer is wrong. Staying calm helps students do their best thinking. Sometimes, thinking a little longer helps a student correct a mistake. That’s another great way to handle a mistake.

Often, there are times when students need help with a mistake. They try to figure out what they did wrong, and think a little longer, but still are confused by the mistake. So, they ask for help. Asking for help is another great way to handle a mistake.

I’m a student. I’m likely to make mistakes. I’m learning to expect them. That way, I may learn to be great at handling my mistakes!

TELLING MY TEACHER ABOUT A PROBLEM

Teachers and students talk about many things. They often talk about good news. They can also solve problems together.

Sometimes, a student may have a problem, or feel frustrated or angry. Telling the teacher can help. That way, the teacher will know there is a problem. Teachers want to help. They have a lot of ideas. Teachers can help to solve problems.

If I have a problem at school, telling the teacher may help. If I feel frustrated or angry, telling the teacher may help, too. My teacher has a lot of ideas. She can help to solve problems.

Teachers can help students solve problems and feel more comfortable again.