Teaching Students with Autism Spectrum Disorders

Chapter Three Teaching Students with Autism Spectrum Disorders
Boardmaker for Windows. (1994)
Mayer-Johnson Co.
Writing with Symbols. (2000) Mayer-
Johnson Co.
Gray, C (1999) Split-Section Social
Stories.
The following formula provides a good rule of thumb for the
content of a social story:
2-5 descriptive-perspective sentences
1 directive sentences
= basic social story
Example: My Turn on the Computer:
• If I wait for my turn on the computer, the other kids like me
better. (Perspective)
• Everyone likes to have a turn on the computer. (Descriptive)
• When other kids are using the computer, I will try to be quiet
and wait. (Directive)
• When I am finished on the computer, other kids can use it.
That is okay, because I know I can use it the next day.
(Descriptive/Affirmative)
• When I wait for my turn on the computer, everyone will be
happy. (Perspective)
The three basic approaches for implementing a social story are:
• For a student who reads independently, the story is read twice
by an adult, followed by the student reading it back. Then the
student reads it daily.
• If the student does not read, the story may be recorded on a
cassette tape with a signal (e.g., bell) to turn the pages. The
student is taught to “read” the story, and reads it daily. Symbols,
drawings, or photographs can be included in the story to support
meaning for the student.
• To incorporate modelling, the story can be videotaped. The
story is read aloud on a videotape, with one page on the screen
at a time.
Once students become familiar with social stories, a more advanced
tool is the Split-Section Social Story. There are many situations
involving choices or differing activities. For example, a child may
have a choice between staying inside for recess or going to the
playground. Or a child may need some knowledge that while he is
in school, his mother is at work and will return for him/her at the end
of the school day. The split section story begins with the situation
but then subsequent pages are split into sections (i.e., two sections
for two choices/scenarios; three sections for three choices/scenarios).
The sections give the child information about what happens in each
situation. The story ends with a concluding positively-stated comment
in the same manner as the basic social story.
44 Teaching Students with Autism Spectrum Disorders