DEV-Creating Social Stories for Students with Autism & Behavior Disorders

Social stories topped my to-do list yesterday. I needed one for arguing, another social story for bathroom etiquette, and a final social story for hallway behavior.  

Although social stories are a huge part of some of our students’ daily school life, I’ve never had an “official” training on writing social stories and neither have any of my colleges. To help other teachers in the same boat, here is my quick guide to creating social stories for students with autism or behavior problems.

What are social stories?

Social stories are most common with students who are on the autistic spectrum; however I also use them with all my students when I see appropriate. They are simple stories that help remind students about appropriate social behavior. 

My students are young (kindergarten through 2^nd grade), so I like to keep my stories simple and only one page in length.   I also like to have pictures for almost every sentence so that my students have a picture cue to go along with the words.   

I wanted to share my process for creating a social story to help out other teachers out there who don’t know where to begin.

Transition program for students with autism grows

Source: CBS42.com
TUSCALOOSA, Ala. — When fall classes resume on The University of Alabama campus in August, 18 students are expected to participate in UA’s transition program for students with an Autism Spectrum Disorder.

The program, launched at UA in 2006, is one of only a handful of such programs nationwide designed specifically for providing support for students with an ASD, which includes autism, Asperger’s syndrome and pervasive development disorder, said Dr. Sarah Ryan, the program’s director.

“It’s a safety net for the students – to have someone for the students to check in with and for the students to get help from,” Ryan said.

As the number of children identified nationwide as having an ASD has trended upward for several years, it’s evident, Ryan said, that universities will see an increasing number of students who could potentially benefit from the program’s services.

The UA program, which began with one student and grew, over the last five years, to 12, pairs the students with a mentor – usually a graduate student in psychology — who has received training from UA’s autism experts. The mentor and student meet two to three times per week, Ryan said.

The meetings are individually tailored to the student’s precise needs, but the mentor might, for example, offer tips to the student on ways to break down a large, somewhat overwhelming assignment, into smaller, more manageable segments, Ryan said.