Social Narratives - PowerPoint Presentation

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Social Narratives

The Research Institute | Western Oregon UniversitySlide2

OutcomesParticipants will be able

toDevelop an understanding of social narratives that can be created to help children of diverse abilities

Increase understanding of terminology related to social narratives and related strategiesBecome familiar with resources to assist in developing a variety of social narrativesSlide3

Carol Gray: What are Social Stories(TM)?Slide4

Overview Social narratives are individualized, visually represented stories that describe social situations and socially appropriate responses or behaviors to help children with

challenging behaviors, to acquire and use appropriate social skills. Slide5

Overview (Cont’)

Social skills include communicationproblem-solving

decision-makingself-managementpeer relations abilities that allow one to initiate and maintain positive social relationships. Slide6

Overview (Cont’)

Social narratives must be taught through direct instruction Direct instruction includes reading the social narrative to or with the child and modeling the related behaviors for him or her

Reading the social narrative and modeling related behaviors should become a consistent part of the child’s daily schedule Slide7

Overview (Cont’)

Social narratives often include information about how others feel, why the situation occurs, how others may react to the situation, and where and why the situation occurs

Alex takes a deep breath to calm himself down. Slide8

Details - Social narratives can be used

After a problem behavior has occurred (e.g., hitting, yelling, or biting)

Prior to a transition (e.g., going from one activity to another, such as going outside to play)New experiences such as going to a birthday party

Social narratives are effective for many children with ASD if well written and consistently implementedSlide9

Details (Cont’)

Social narratives can support the improvement of behavior within the home, school, or community

settingsPrior to constructing a social narrative, baseline data should be taken on the frequency or target behavior performance The

social narrative is used as a part of the child’s daily routineSlide10

Details (Cont’)

They can be an effective, low-cost strategy that supports enhanced social and behavioral

understandingSlide11

Guidelines (Cont’)

Pictures (photographs, hand-drawn pictures, cartoon characters

, computer-generated icons) or graphics can be used Written social narratives should

use language at the child’s level, in accordance with the child’s comprehension skills, vocabulary

and print

sizeSlide12

Guidelines (con’t)

The author (educator or parent) must decide whether the social narrative would be more effective if it is written with “I” statements (e.g., I need to remember to...) or “you” statements (e.g., You need to remember that...)

choose the number of sentences per page according to the child’s functioning levelSlide13

Guidelines (Cont’)

The author (educator or parent) must

decide whether the social narrative would be more effective if it is written with “I” statements (e.g., I need to remember to...) or “you” statements (e.g., You need to remember that...) choose the number of sentences per page according to the

child’s functioning levelSlide14

Example: How to Greet SomeoneSlide15

Guidelines (Cont’)

If, after two weeks of using the social narrative strategy, there isn’t a positive response, the narrative and implementation procedures should be reviewed Slide16

Guidelines (Cont’)

Collect data prior to implementation, during implementation, and after implementation to determine intervention effectiveness

Definitions of behaviors need to be:Observable: The behavior is an action that can be seen.Measurable: The behavior can be counted or timed.

Defined so clearly that a person unfamiliar with the child could recognize the behavior without any doubts!Slide17

Observable/Measurable Definition

Non-observable/measurable Definition

Talks when teacher is calling out in a loud voice, singing

Disruptive behaviors

Draws pictures during snack time

Off-task behaviors

Throwing objects, kicking over chairs

Angry, Hostile Behaviors

Calls peers names

Inappropriate language

Tapping/drumming on walls/tables, looking around the classroom

Attention problems

Failure to follow directions

Non-compliance

Yells

“

No

”

or

“

You can

’

t make me

”

when given direction

DefianceSlide18

Guidelines (Cont’)

The child’s team, family, and/or others working with him/her should discuss when the best time for using the social narrative with the child

In most cases social narratives should be faded slowly after the desired behavioral changes have been accomplishedSlide19

Additional Resourceshttp

://carolgraysocialstories.com/ (under construction, will be launched soon…)http://csefel.vanderbilt.edu/resources

/strategies.html#scriptedstories http://www.kansasasd.com/socialnarratives.php Slide20

Free Pictures, Graphics, & Symbols For Social Narratives

http://www.do2learn.com/picturecards/overview.htm

http://www.usevisualstrategies.com/AutismVisualPrintablePictures.aspx Google Image Search

http://www.setbc.org/pictureset/ http://www.supersimplesongs.com/

freeflashcards.html

http://

www.eslflashcards.com

/

http://

www.iconarchive.com

Picto

Selector Free Communication Picture Exchange Program

http://www.k-3teacherresources.com/toys-

theme.html

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This document was developed under a grant from the U.S. Department of Education #H325N100017. However, contents

do not necessarily represent the policy of The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Julia Martin Eile.