Social narratives should be read often, as near to the time the transition or behavior usually occurs.

Size: px

Start display at page:

Download "Social narratives should be read often, as near to the time the transition or behavior usually occurs."

Toby Caldwell
7 years ago
Views:

1 WHAT ARE SOCIAL NARRATIVES (SCRIPTED STORIES)? Scial narratives are visually represented stries that describe scial situatins and scially apprpriate respnses r behavirs t help children acquire and use apprpriate scial skills. They are written by parents r educatrs, at the individual s language and learning level, using visuals t enhance understanding f the cntent (Myles & Simpsn, 2003). They are written in psitive language, aviding n, dn t, and can t. Scial narratives can be used: After a scial "errr" has ccurred (e.g., saying smething rude t a classmate, hitting, yelling) Prir t a transitin r new experience (getting a haircut, changing schls, ging t the Dr.'s ffice, etc.) As an interventin t reduce existing recurring behavirs (nse picking, blurting ut in class, tantrums, etc.) Scial narratives shuld be read ften, as near t the time the transitin r behavir usually ccurs. WHAT SKILLS CAN BE TAUGHT WITH SOCIAL NARRATIVES? cmmunicatin prblem-slving decisin-making self-regulatin peer relatins HOW TO WRITE A SOCIAL NARRATIVE: 1. Identify a scial situatin fr interventin. Select a scial behavir r situatin fr change, preferably ne in which imprvement will result in psitive scial interactins, a safer envirnment, additinal scial learning pprtunities, r all three. 2. Write a scial narrative using language at the individual's level. Cnsider whether t use first-persn ("I") r secnd-persn ("yu") language. Affirmative sentences: Stress an imprtant idea especially arund an pinin r value that is shared with a culture. They typically precede a sentence that describes. (E.g. At schl, it is imprtant that everyne is safe.) Descriptive sentences: bjectively define anticipated events where a situatin ccurs, wh is invlved, what they are ding, and why. (E.g. When peple are inside, they walk t keep everyne safe.) Perspective sentences: describe the internal status f the persn r persns invlved, their thughts, feelings, r mds. (e.g., Running inside culd hurt me r ther peple.)

2 Directive sentences: are individualized statements f desired respnses stated in a psitive manner. They may begin I can try r I will wrk n Try t avid sentences starting with d nt r definitive statements. (E.g., I will try t walk in inside. NOT- I d nt walk inside.) Affirmative sentences: Stress an imprtant idea especially arund an pinin r value that is shared with a culture. They typically precede a sentence that describes. (E.g. At schl, it is imprtant that everyne is safe.) Cperative sentences: Tell what ther peple can d t help the child. (E.g. If I want t run, I can tell my teacher. My teacher can help me find a safe place run.) Cntrl sentences: Written by the child t apply strategies and infrmatin t the situatin. There shuld be 3 t 5 descriptive and perspective sentences fr each directive sentence. Avid using t many directive sentences. 3. Use phtgraphs, hand-drawn pictures, r pictrial icns. Pictures, such as phtgraphs, hand-drawn pictures, r cmputer-generated icns, may enhance understanding f apprpriate behavir, especially with individuals wh lack r wh have emerging reading skills r are visual learners. 4. Read the scial narrative t the individual and mdel the desired behavir. T teach the use f the scial narrative, use 1-t-1 direct instructin. The direct instructin will include reading the scial narrative t r with the individual and mdeling the related behavirs fr them. Reading the scial narrative and mdeling related behavirs shuld becme a cnsistent part f the individual's daily schedule. The individual wh is able t read independently may read the narrative t peers r adults s that all have a similar understanding f the targeted situatin and expected behavirs. 5. Generalizatin. After a behavir change has becme cnsistent, it is recmmended that the scial narrative be faded. Fading may be accmplished by extending the time between readings r having students be respnsible fr reading the stry themselves. In sme cases, the scial narrative is nt faded. This decisin shuld be made n a case-by-case basis. Adapted Frm: The Hidden Curriculum (p. 26) by B. S. Myles, M. L. Trautman, & R. Schelvan, Shawnee Missin, KS: Autism Asperger Publishing Cmpany. Annette Wragge (2011). Scial narratives: Online training mdule (Clumbus, OH: OCALI). In Ohi Center fr Autism and Lw Incidence (OCALI), Autism Internet Mdules, Clumbus, OH: OCALI. Gray, C. (2003). Scial Stries.

3 Pwer Cards Pwer Cards are visual aids that incrprate a child's special interest t help prmte an understanding f scial situatins, hidden curriculum items, rutines, rganizatinal skills and transitins. The Pwer Card strategy cnsists f a script and a Pwer Card (Gagnn, 2001). Abut Pwer Cards: They are visuals that incrprate a child's special interest in a brief scenari that deals with a situatin that is difficult fr the child. They are written in the first persn frm the perspective f a child's her and describe hw the her slves the prblem. A small card recaps hw the child can use the same strategy t slve a similar prblem f her wn. The Script: In the first paragraph the her r rle mdel attempts t slve a prblem and experiences success. The secnd paragraph encurages the student t try a new behavir which is brken dwn int 3-5 manageable steps. The Pwer Card: The Pwer Card is the size f a trading card, bkmark, r business card. It cntains a small picture f the special interest and the slutin t a prblem brken int 3-5 steps. Adapted frm Pwer Cards: Using Special Interests t Mtivate Children and Yuth with Asperger Syndrme and Autism (p. 21) by E. Gagnn Shawnee Missin, KS: Autism Asperger Publishing Cmpany. Becky s example: Chris Hemswrth is a cl guy wh has made a lt f mvies. It takes a lt f peple ding many jbs t make a gd mvie. Smetimes mistakes are made by Chris r thers n the mvie set. Chris Hemswrth stays calm when he r smene else makes a mistake. If he needs t, he asks fr help. Chris knws that everyne make mistakes. Chris wuld like everyne t remember t stay calm when mistakes happen, t ask fr help if it is needed, and that EVERYONE makes mistakes!

4 Chris Hemswrth wants me t remember: 1. Stay calm when I make a mistake 2. Stay calm when smene else makes a mistake 3. Ask fr help when I make a mistake 4. Everyne makes mistakes!

5 Elsa is a queen with magical pwers. Smetimes Elsa gets disappinted when she isn t first r desn t get what she wants. Elsa stays calm when she is disappinted. Elsa knws it is hard t wait t take turns. She can take deep breaths t calm dwn when she is disppinted. Elsa wants everyne t remember that disappintments are hard, but if yu breath t calm dwn, yu can get thrugh it. Elsa wants me t remember: 1. Waiting is hard, but my turn will cme. 2. Disappintment is hard. 3. Take deep breaths when I am disappinted. 4. I can say, I am disappinted. Can I have a turn next?

The Importance of Delegation

The Importance of Delegation The Imprtance f Delegatin One f the mst imprtant lessns a student leader can learn is that the wrd leader des nt mean yu d everything. Cmmunicating yur visin t thers and empwering ther club fficers and