Guide to Social Stories for Kids with Autism

Special Education Classroom Jun 20, 2024

Developed by Carol Gray in 1991, ‘Social Stories’ are a powerful tool designed to help autistic individuals understand and respond to social cues and situations.

These stories are short & personalized,written specifically to teach students on the Autism spectrum about social norms, expectations, and appropriate behaviors.

Social Stories are used to explain social situations clearly and concisely; these stories often incorporate visual aids to enhance comprehension.

They cover a wide range of topics, such as making friends, understanding emotions, coping with changes, and more.

Determine the specific social situation or behavior you want to address.
Observe the individual and the context of the situation. Understand the triggers, the expected behavior, and the individual's current response.
The language should be simple, clear, and positive. It's important to avoid negative or judgmental words.
The choice of perspective in a social story is significant. You can write it from the individual's point of view ('I will wait my turn') or a neutral, third-person perspective ('Max waits his turn').
Use pictures, symbols, or illustrations to support the text.
The story should be concise and focused on one specific behavior or situation.
Ensure the story is accurate and appropriate for the individual's age and comprehension level.
Read the story with the individual in a calm and positive setting.

Social Stories help children on the Autism spectrum deal with the complexities of social interactions.

These stories are particularly useful in the following areas:

Promote Understanding: They provide a clear and structured understanding of social norms and expectations.
Reduce Anxiety: Social stories can relieve anxiety and ‘fear of the unknown’ by explaining what to expect in a given situation.
Improve Communication: They can enhance the student’s ability to communicate more effectively and understand others' perspectives.
Encourage Positive Behavior: Social stories reinforce appropriate behavior and help develop social skills.
Enhance Independence: They help individuals on the spectrum gain the knowledge and confidence they need to handle social situations independently.

The benefits of Social Stories extend beyond the immediate understanding of social situations:

Improved Social Skills: Regular use of Social Stories can lead to better social interactions and relationships.
Enhanced Coping Strategies: They provide coping mechanisms for dealing with changes, stress, or challenging situations.
Increased Self-Awareness: Individuals become more aware of their actions and impact on others.
Greater Emotional Regulation: Social stories can help students manage emotions.
Support for Transitions: They are particularly useful during transitions, such as starting a new school or moving to a new home.

1. Making Friends

Story: "Making New Friends at School"
Content: "At school, I can make new friends by saying 'Hello' and smiling. I can ask them to play with me during recess. If they say ‘yes,’ we can have fun together. If they say ‘no,’ that's okay. I can ask someone else, or play on my own."

2. Waiting in Line

Story: "Waiting My Turn in Line"
Content: "When I wait in line, I stand behind the person in front of me. I keep my hands to myself and stay quiet. Waiting can be hard, but it's important to be patient. When it's my turn, I will feel happy."

3. Understanding Emotions

Story: "Understanding My Feelings"
Content: "Sometimes, I feel happy, sad, angry, or scared. It's okay to have different feelings. I can talk to my teacher or friend when I feel sad. When I feel happy, I can smile and laugh. It's good to share my feelings with others."

4. Classroom Transition

Story: "Moving from One Activity to Another"
Content: "In the classroom, we do different activities. When it's time to change activities, the teacher will tell us. I will listen and follow directions. Moving to a new activity can be fun and exciting."

5. Using the Bathroom

Story: "Using the Bathroom at School"
Content: "When I need to use the bathroom, I will raise my hand and ask the teacher. I will go to the bathroom, do my business, wash my hands with soap and water, and then return to class. It's important to keep the bathroom clean and be quick."