133: The Big Yellow Everyone Look and Listen Sign
134: It’s My Teacher’s Decision
135: My Place in Line
136: Learning about Lines at School
137: Lining up at the Door
138: Will I be First in Line?
139: Learning about Respect at School
140: Using Respect at School
141: Talking to a Teacher with Respect
142: Restating with Respect at School
143: When I Talk with Respect at School
144: What Is Practice?
145: Mistakes Happen on the Way to Learning
146: Schoolwork is Practice
147: That’s Great!
148: Telling My Teacher about a Problem
149: Staying Calm with Difficult Schoolwork
150: What if Schoolwork is Difficult? Teachers can Help
151: What’s My Teacher Thinking?
152: How to Make a Writing Box
153: How to Write a True Story
154: A-Okay Ways to Finish My Work
155: Good Questions for Small Group Projects
156: An Emergency?
157: What Is a Drill?
158: Why Principals Schedule Drills
159: Fire Drills at School
160: Why Schools Have Fire Alarms
161: About Tornado Drills
162: Where Does Everyone Go?
CHAPTER 14: PLANET EARTH
163: That’s Life on Planet Earth
164: I’m Taking a Flight
165: Who Are the Crew?
166: Who Are the Passengers on an Airplane?
167: What Does “Going through Security” Mean?
168: Directions for Going through Security
169: Moms, Dads, and Airport Security
170: What Airport Officers Say and Mean
171: Jet Way Lines May Be Slow at Times
172: Parents Are Important Passengers
173: Children Are Important Passengers
174: Is This Flight on Time?
175: Why Are Some Flights Delayed?
176: A Wildfire Is near Our Home
177: What Does Evacuate Mean?
178: Why Do We Have to Go?
179: People Would Rather Stay in their Houses
180: Maybe I Could Do That
CHAPTER 15: SOCIAL ARTICLES
181: Why People Take Baths or Showers
182: Sharing Planet Earth
183: The Evening News: How We Changed Today
184: At the End of Each Day: A Little Bit Changed and Mostly the Same
185: Apologizing for an Unintentional Mistake
GLOSSARY
FOREWORD TO THE 10TH ANNIVERSARY EDITION
REFERENCES
ABOUT THE AUTHOR
What can be said in a foreword for a new revision of Social Stories™, an update of a classic already enshrined in the annals of autism history? I’ve been focused on supporting people with autism and developmental challenges for more than four decades, so I’m going to take advantage of my seniority and reflect on my experiences and the impact of Social Stories™ over many years.
Let’s start with Carol, one of the most thoughtful, creative, and insightful educators to walk the earth (no exaggeration!!). I have had the privilege of presenting with Carol and hosting her as a conference speaker on numerous occasions. I am always in awe of her intuitive sense of how people with ASD experience the world that allows for a deep understanding of the types of knowledge and support that will be the most beneficial for them. Social Stories™ are but one of Carol’s incredible innovations that have reshaped autism education and therapy; most importantly, it all happens on a foundation of the deepest love and respect she has for people she and others support. She values them as fellow humans sharing life together, an approach often sadly missing from educational and treatment efforts.
Social Stories™ are, hands down, the most widely used “focused intervention strategy” I have observed over my many years in autism research and consulting, and in programs with differing
