Social Narratives
Social Scripts provide pre-taught language for specific situations They can involve conversation starters, responses and ideas to connect conversations or change the topic. Social Scripts can reduce the stress associated with social interactions and assist the child with understanding the perspective of others. Including informal language, slang or child-specific terms in the Social Script may help the conversational exchange appear more natural (Kamps et al., 2002). http://www.education.com/reference/article/social-scripts-stories-asperger-ASD
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Social narratives are stories that are designed to share relevant information about a situation. The story can also offer information about acceptable responses for that particular situation. The story is written from the perspective of the student. What is she misunderstanding about the situation?
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Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. They are aimed at helping learners adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation, or to teach specific social skills or behaviors. Social narratives are individualized according to learner needs and typically are quite short, perhaps including pictures or other visual aides. Sentence types that are often used when constructing social narratives include descriptive, directive, perspective, affirmative, control, and cooperative. Refer to the work of Gray (1993; 1995) for specific instructions on creating effective social stories (see Additional References below).
social stories. Cartoon conversation. Power cards
Social Scripts, Social StoriesTM (Gray, 2000) and the Power Card Strategy (Gagnon, 2001) are three types of social narratives that provide direct instruction of social situations for children on the autism spectrum, including those with Asperger Syndrome (AS). Each is written by a child’s teacher or parent, sometimes with the help of the child, providing a visual cue and desired social responses. There are minimal guidelines for presenting social narratives, but the content should match the child’s needs and take the child’s perspective into consideration (Myles, Trautman & Schelvan, 2004). Each of these strategies can be used to teach routines, help a student deal with uncertainty, introduce change in routine, or address a wide variety of interfering behaviors, including aggression, fear and obsessions.
Social Scripts, Social StoriesTM (Gray, 2000) and the Power Card Strategy (Gagnon, 2001) are three types of social narratives that provide direct instruction of social situations for children on the autism spectrum, including those with Asperger Syndrome (AS). Each is written by a child’s teacher or parent, sometimes with the help of the child, providing a visual cue and desired social responses. There are minimal guidelines for presenting social narratives, but the content should match the child’s needs and take the child’s perspective into consideration (Myles, Trautman & Schelvan, 2004). Each of these strategies can be used to teach routines, help a student deal with uncertainty, introduce change in routine, or address a wide variety of interfering behaviors, including aggression, fear and obsessions.