for you. Is this a Social Story™? Complete the activity first and then continue reading.
Introduction Activity: Is This a Social Story™?
Directions: Read the Story below. Is it a Social Story”
Many people write Social Stories™. You may want to learn how to write Social Stories™, too. Then you will be able to write Stories for the students in your classroom. You’ll have fun at the same time!
You may use the tutorials in this c hapter to learn about the ten criteria that distinguish Social Stories™ from other visual strategies. Work through each tutorial at your own pace. Have fun!
Answer: This is not a Social Story™. It contains errors that deviate from the ten criteria. Here are three of them:
These are common errors. In my work, I have reviewed several stories that people refer to as “Social Stories™” that deviate from—or ignore altogether—many of the criteria. The term Social Stories™ is often used carelessly to refer to anything placed in writing for a person on the autism spectrum. As a result, there is a lot of misinformation that ultimately threatens the quality and safety of this important instructional tool.
To get a “feel” for this approach, randomly select a few Stories in this book. As you read them, note the title, introduction, body, and conclusion; the omission of second person statements, and the overall patient quality of each. The Stories in this book have additional characteristics in common as well. We’ll be discussing each of their shared characteristics in the following ten tutorials.
FINAL NOTES
I want to personally thank you for taking the time to learn more about Social Stories™. You are also helping to preserve the integrity and quality of this approach worldwide. I sincerely appreciate your efforts. In return, I will do my best to support you as you work to learn the art of researching and writing Social Stories™.
DEFINITION
The Goal of a Social Story is to share accurate information using a content, format, and voice that is descriptive, meaningful, and physically, socially, and emotionally safe for the intended Audience.
ACTIVITY
Unlike the other tutorials, this one opens with an activity. Complete the activity. Then, read the rest of the tutorial.
Criterion 1 Activity: The Goal
Directions: Reread the definition of the Goal. Answer this question:
Is the Goal of a Social Story™ to get the Audience to do what we want him /her to do? Check one:
Answer: The most common misconception is that the goal of a Social Story™ is to change Audience behavior. This has never been the case. The Social Story™ Goal is to share accurate information meaningfully and safely. Admittedly, it is often behavior that draws attention to a specific concept, skill, or situation. However, if our objective is simply to change behavior, we are likely to focus on “telling the child what to do.” Chances are the Audience has been told what to do—perhaps many times. Instead, our focus is on the underlying causes of frustration or misinformation. Authors work to identify and share information that supports more effective responses. The theory is that the improvement in behavior that is frequently credited to a Social Story™ is the result of improved understanding of events and expectations.
DISCUSSION
Every Social Story™ has an unfaltering respect for its Audience, regardless of the topic. Read the Story in this book titled, “Why People Take Baths or Showers.” Many parents and professionals have difficulty helping the children, adolescents, or adults in their care understand the importance of personal hygiene. This Story addresses that topic with careful phrasing. Third person statements describe the importance of bathing in general, without pointing an accusing finger at the Audience. Also, the Story incorporates historical facts and a bit of humor to make the content interesting and fun. Other Stories in this book use similar strategies; all geared at sharing information accurately, respectfully, meaningfully, and safely.
The safety of a Story is an Author’s first concern. In terms of physical safety, consider the following example. A mom writes a story for her son, Harrison, about swimming at the beach. She includes a photo of Harrison in the water. There is no one else in the photo. Dad was right next to the child when the photo was taken, although he was out of the range of the viewfinder. A typical child immediately interprets the photo in terms of its context, i.e. “That’s when Dad and I were swimming together at the beach …” In contrast, from Harrison’s perspective, the photo may give permission to swim alone, even though that is certainly not his mother’s intent. To be discussed later, Authors of Social Stories™ work to develop text and illustration that is clear and accurate for the Audience. This supports meaningful comprehension of the Story and, as illustrated in this example, works to protect physical safety.
Social safety is equally important. Mrs. Barnes, a first grade teacher, writes a story for Adam, age six. She includes statements about her class: “We’re all friends here. Friends cooperate with friends.” Adam reads the story and goes out to recess. 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. Adam’s story was inaccurate. Classmates in a classroom are not all friends. Mrs. Barnes did not write a Social Story™. With all good and noble intentions, she wrote a socially unsafe story.
In my experience, the most frequent Author mistakes are statements in a story that threaten emotional safety. Here are some examples from the story archives: “I often interrupt;” “Sometimes, I hit other children;” and, “I often don’t listen when people are talking to me, and that’s rude.” To
