Social Stories and Autism Ranking:

Key Features

Social stories are a type of prompt or script used to help autistic individuals to understand and behave appropriately in certain situations.

Social stories provide descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and, sometimes, what to do in that situation.

Social stories are different from other prompts or scripts in that they are meant to follow a set of 10 defining characteristics. For example, authors of social stories are supposed to follow a defined process to share accurate information using a content, format, and voice that is descriptive, meaningful, and physically, socially, and emotionally safe for the audience. 

Developing the story

According to Sansoti et al (2005) there are several steps needed to develop a social story:

• Identify the social situation that the child finds difficult (for example, waiting for someone else to finish playing with a toy). 
• Identify the key features of the situation (for example, where a situation occurs, who is involved, how long it lasts, how it begins and ends, what occurs). 
• Identify why the child is likely to behave inappropriately in this situation
• Identify the child’s strengths and weaknesses, as well as their perspective on the situation they find difficult.
• Share all of this information with the child and other relevant individuals, such as the child’s teacher, to check that you have understood the situation correctly.
• Write the social story, ensuring you take account of the child’s ability to understand it.

Language/ Type of sentence

Social stories are written from the child’s perspective, using positive language in the first person (“I”), and in the present tense. 

A social story may consist of several different types of sentence, each of which is designed to do different things. 

• descriptive sentences: describe the situation or activity, for example, “I love playing with the big, yellow truck”.
• directive sentences: tell the child what they should do in this situation, for example, “When Jonathan is playing with the truck, I can say, ‘Can I have a turn please?’”.
• perspective sentences: describe how other people will feel in this situation, for example, “Jonathan likes to play with the yellow truck, too”
• affirmative sentences: express a shared value or opinion, for example, “It is OK to wait”.
• control sentences: identify strategies that the child can use to remind himself how to behave, for example, “I can play with the truck when Jonathan has finished his turn”.
• cooperative sentences: explain who will provide help and how, for example “  “My teacher will help me stay calm while I wait for my turn”.

Carol Gray suggested that there should be at least double the amount of “describe” sentences as “direct” sentences.

• Describe sentences  = descriptive + perspective + co-operative + affirmative.
• Direct sentences = directive + control.

Format of stories

The length of the story and the medium in which it is presented should be personalised to the needs of the child for whom the story has been written. 

Social Stories can be read, either independently or by a caregiver, or they can be presented through audio equipment, a computer-based program or via videotape. 

Using the story

Social stories are normally introduced one at a time allowing the child time to focus on one concept or skill. Stories can be implemented once a day or just prior to the situation described.  For example, if a child is currently working on a story about sharing toys, you can review the story right before play time to remind the child what might happen and how they should respond. 

Example of a social story

The following social story is reproduced from the City of Toronto, Early Childhood Services Team tip sheet on creating social stories (date unknown). The type of sentence of indicated in brackets.

“My name is Matthew. 

I love playing with the big, yellow truck (descriptive). 

Jonathan likes to play with the yellow truck, too (perspective). 

Jonathan pushes the truck on the floor and puts blocks in it (descriptive). 

He likes to make “beep-beep” noises when he pushes the truck (perspective). 

When Jonathan is playing with the truck, I can say, “Can I have a turn please?” (directive). 

I wait until he has finished his turn (directive). 

It is OK to wait (affirmative). 

My teacher will help me stay calm while I wait for my turn (co-operative). 

My teacher is happy when I wait for my turn (perspective). 

When Jonathan is finished, it is my turn (descriptive). 

I have fun playing with the truck (descriptive)”

Updated

17 Jun 2022

Last Review

01 Jul 2017

Next Review

01 Oct 2023