A Social Story is a short, personalized narrative designed to help individuals on the autism spectrum understand complex social situations and cues. Developed by educator Carol Gray in 1991, this tool shares accurate social information in a way that is safe and comprehensible. The narrative offers a detailed breakdown of a specific event or concept, providing context that may be missed due to differences in social perception. By clearly explaining what to expect and why certain actions occur, Social Stories aim to increase the individual’s social understanding and comfort.
Core Components of a Social Story
Social Stories are defined by criteria that distinguish them from simple narratives or visual aids. The primary goal is to share accurate, socially meaningful information in a positive and reassuring manner. They are designed to describe an event or skill rather than simply dictating a behavior, focusing on promoting social understanding.
These stories are highly individualized and written from the perspective of the person they are created for, often using first or third-person language. The story must provide literally accurate information, sometimes using words like “usually” or “sometimes” to allow for natural variation. A story’s structure typically includes an introduction, a body detailing the situation, and a conclusion that reinforces the information positively.
The Four Required Sentence Types
The foundation of a Social Story lies in its precise use of four mandatory sentence types, which must adhere to a specific ratio. The sentences are combined to create a cohesive narrative that guides without being overly demanding. This structure ensures the story provides enough background information before suggesting an appropriate response.
Descriptive Sentences
Descriptive sentences are the most common type and form the backbone of the story by presenting factual, truthful information. These sentences answer the “wh” questions—who, what, where, when, and why—to define the setting, participants, and materials involved in the situation. An example might be, “The children sit on the floor during assembly.”
Perspective Sentences
Perspective sentences describe the internal states of others, such as their feelings, thoughts, beliefs, or motivations. These are included to help the individual grasp how others might perceive or react to the situation. For instance, a perspective sentence might state, “My teacher will feel happy when I raise my hand quietly.”
Directive Sentences
Directive sentences gently guide the individual toward a desired response or a choice of responses in the situation. They must be written in positive terms and often begin with phrases like “I will try to…” or “I can choose to…” to allow room for error and promote a sense of control. The strict ratio rule specifies that there should be two to five descriptive or perspective sentences for every one directive sentence. This ratio is crucial for ensuring the story describes more than it directs.
Affirmative Sentences
Affirmative sentences serve to stress a broader point, refer to a common rule, or reinforce the message as a good idea. They often follow a descriptive or directive sentence to add emphasis or express a shared value. Control sentences are sometimes included and are typically written by the individual to identify a personal strategy for applying the story’s information.
Guidelines for Implementation and Delivery
Effective use of a Social Story depends on careful implementation after the writing is complete. The story should be presented in a private, relaxed setting when the individual is calm and receptive, not during or immediately after a challenging situation. The trusted adult delivering the story should use a positive and patient tone, avoiding words that sound judgmental or authoritarian.
The most effective strategy is pre-teaching, where the story is introduced and reviewed before the target event is scheduled to occur. For instance, a story about a dentist visit should be read several times in the days leading up to the appointment. Implementation should follow these guidelines:
- Research suggests reading the stories regularly, sometimes two to three times daily, for optimal effectiveness.
- Visual supports, such as photographs or simple drawings, should be included to help make the abstract social concepts more concrete and understandable.
- The story should be read consistently, and the adult should model the desired behavior when appropriate.
- As the individual begins to understand the social situation and demonstrate the target skill, the story can be reviewed less frequently and gradually phased out. Periodic review may still be necessary during a maintenance phase to ensure the learned behaviors transfer to new settings and remain consistent over time.