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Transitions: Using Social Stories™ to Facilitate Change for Students with Special Needs

Transitions: Using Social Stories™ to Facilitate Change for Students with Special Needs. Georgina Reynhout & Mark Carter. What is a Transition?.

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Transitions: Using Social Stories™ to Facilitate Change for Students with Special Needs

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  1. Transitions: Using Social Stories™ to Facilitate Change for Students with Special Needs Georgina Reynhout & Mark Carter

  2. What is a Transition? A transition is moving from one person, place or thing to another. When I wear one size of pants, but continue to grow, then I transition to a larger pants size. If I start playing in my own house or yard, but move to my neighbour’s house or yard to play with my friend, that is a transition. When I play with first one toy then another, that is also a transition. Many transitions happen each day!

  3. Carol Gray

  4. Transitions: Using Social Stories™ to Facilitate Change for Students with Special Needs • Definition: Social Stories • Social Story criteria and guidelines • Constructing and implementing effective Social Stories • Using Social Stories to facilitate transitions

  5. Definition: A Social Story “A Social StoryTMdescribes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format” (Gray, 2003, p.2) .

  6. Social Stories criteria and guidelines • A Social Story meaningfully shares social information with a patient and reassuring quality, and at least 50% of all Social Stories affirm achievements. • A Social Story has an introduction that clearly identifies the topic, a body that adds detail, and a conclusion that reinforces and summarizes the information.

  7. Social Stories criteria and guidelines • A Social Story answers “wh” questions. • A Social Story is written from a first or third person perspective. • A Social Story uses positive language.

  8. Social Stories criteria and guidelines • A Social Story always contains descriptive sentences, with an option to include any one or more of the five remaining sentence types (perspective, cooperative, directive, affirmative, and/or control sentences). • A Social Story describes more than directs, following the Social Story formula.

  9. Social Stories criteria and guidelines • A Social Story has a format that is tailored to the abilities and interests of its audience, and is usually literally accurate. • A Social Story may include individually tailored illustrations that enhance the meaning of the text. • A Social Story title meets all applicable Social Story Criteria.

  10. Social Story sentence types • Descriptive sentences provide the factual information in relation to the “when or where” of the situation. • Perspective sentences provide information about the thoughts and feelings of the first or third persons. • Cooperative sentences identify “who” can assist the individual in a situation.

  11. Social Stories sentence types • Directive sentences provide instruction on “what” the individual is to do. • Affirmative sentences can be used to reassure the individual. • Control sentences use analogies to explain situations.

  12. Social Stories™ ratio Describe> 2 Direct

  13. Social Story intervention: complex, multi-faceted and evolving • Social Story ratio • Use of visuals • Comprehension component • Affirmation

  14. Constructing and Implementing Effective Social Stories • Participants • Settings • Behaviours targeted • Social Story construction and implementation • Efficacy

  15. Calculation of Percentage of Non-Overlapping Data (PND) PND = 3 = 50% 6

  16. Effect size as measured by PND • 91 and 100 = highly effective intervention • 71 and 90 = moderately effective • 51 and 70 = mildly effective • 0 and 50 = non-effective

  17. Results • 26 Social Stories in 13 of 16 studies • 14 compliant PND=55.6 (mildly effective). • 6 non-compliant PND=79 (moderately effective).

  18. How Can I Stay Calm During Transitions? Everyone has transitions at school. Some transitions may be easier for me than others.I can try to stay calm during transitions. If I like holding some thing in my hand, I can squeeze it to help me stay calm. I can take a deep breath and count silently to ten to stay calm. I can think to myself “I will try to stay calm”. This is my favourite way to stay calm ____________. I will try to stay calm during school transitions.

  19. The Use of Social Stories to Reduce Precursors to Tantrum Behavior in a Student with Autism (Kuttler, S., Myles, B. S., & Carlson, J. K., 1998). • 12 year old boy with autism, Fragile X syndrome and intermittent explosive disorder • Support class • Precursors to tantrum behaviour • PND (morning work time) = 100 PND (lunch time) = 95

  20. Using Social Stories and Comic Strip Conversations to Interpret Social Situations for an Adolescent with Asperger’s Syndrome (Rogers, M., & Myles, B. S., 2001). • 14 year old boy with Asperger’s syndrome. • Support class • Number of redirections and tardiness to class • No PND data

  21. Effect of Social Story on Mean Number of Redirections and Time Tardy

  22. The Effects of Social Stories on Anxiety Levels and Excessive Behavioral Expressions of Elementary School-aged Children with Autism (Cullain, 2002). • 4 boys, 1 girl aged 6-10 years • Specific target behaviours for each participant e.g. transitioning from the computer to other activities at home • PND (negative language) = 80 • PND ( ignoring and screaming) = 0

  23. Using Social Stories to Enhance Behaviour in Children with Autistic Spectrum Difficulties (Smith, 2001). • 19 Social Stories used by teachers, parents and carers with children with ASD (15), learning difficulties (2), Tourette syndrome (1) and semantic pragmatic difficulties (1). • Home and school settings • Efficacy rated on 0-10 Likert scale.

  24. Results • 13 of 19 stories achieved a rating of between 7 and 10, including • 5 stories achieved a rating of 10.

  25. The Use of Social Stories by Teachers and their Perceived Efficacy (Reynhout & Carter, 2009). • 45 teachers working with children with autism spectrum disorders and other disabilities (e.g., intellectual disability) • Questionnaire • 81 sample Social Storiesprovided

  26. The Use of Social Stories by Teachers and their Perceived Efficacy (Reynhout & Carter, 2009). • Characteristics of children with whom the Social Storieswere used • Behaviours targeted • How and why teachers used Social Stories (including compliance in construction and implementation).

  27. The Use of Social Stories by Teachers and their Perceived Efficacy (Reynhout & Carter, 2009). • Teacher’s perceived: • acceptability, • applicability • efficacy • How teacher’s perceived efficacy varied across: • student characteristics • story construction • implementation characteristics.

  28. Results of survey • 87% of teachers reported that they used Social Stories to facilitate the introduction of changes/new routines i.e., transitions. • 44% of sample stories described as being used to facilitate transitions.

  29. Results of survey • 35 sample Social Stories pertaining to transitions 100% rated very effective or effective. • 27 of 35 (77%) used in conjunction with other interventions, e.g. prompting and positive reinforcement. • 23 of 35 (66%) were inappropriately modified in terms of the ratios of sentence types

  30. Transitions: Using Social Stories to Facilitate Change for Students with Special Needs • Definition: Transitions • Definition: Social Stories • Social Story criteria and guidelines • Constructing and implementing effective Social Stories • Using Social Stories to facilitate transitions

  31. Summary • Limited empirical evidence re: efficacy of Social Stories in facilitating transitions. • Validity of recommended guidelines is highly questionable. • Need for further research.

  32. Selected References • Cullain, R. E. (2002). The effects of social stories on anxiety levels and excessive behavioral expressions of elementary school-aged children with autism. Unpublished doctoral dissertation, The Union Institute Graduate College, Cincinnati, OH. • Gray, C., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10. • Gray, C. (2003). Social Stories 10.0. Jenison Autism Journal, 15(4), 1-28. • Gray, C. (2005). Success at School: Starting School. The Social Stories Quarterly, 1 (3), 1-14.

  33. Kuttler, S., Myles, B. S., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13, 176-182. • Rogers, M., & Myles, B. S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger Syndrome. Intervention in School and Clinic, 36, 310-313. • Reynhout, G., & Carter, M. (2006). Social StoriesTM for children with disabilities. Journal of Autism & Developmental Disorders, 36, 445-469. • Reynhout, G., & Carter, M. (2009). The use of Social StoriesTM by teachers and their perceived efficacy. Research in Autism Spectrum Disorders, 3, 232-251.

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