2. What is a Social Story?
A story which explains appropriate behaviors for
certain situations, skills, or concepts
Children, adolescents, and adults who have
autism, ADD, ADHD, and other social and
communication delays use them to work on
social behavior
Goal is to share social information in a patient
and reassuring manner so it is understood by its
audience
Designed for a specific child and is presented in
a motivating way
3. Background Information
The following slides are a social story created for my student,
Larry Walker.
Larry is an 11 year old boy in 5th grade. He is very friendly,
outgoing, and kind.
Larry has ADHD (Attention Deficit Hyperactivity Disorder),
which means he has difficulty staying focused, controlling his
behavior, and is sometimes hyperactive.
He is below-level in every subject and frequently gets into
conflicts with his classmates, because he distracts them from
working and talks too much.
He is usually the first student in the classroom in the morning.
We have a morning routine that students should follow, but
each day, Larry does not. I have to constantly remind him to
sit down in his seat, bring up his homework, and start the
writing prompt. His desk is very messy and unorganized. The
following social story will help him with his morning routine.
4. My name is Larry Walker and I am in
the 5th grade at St. Francis DeSales
School.
When I come into the classroom in
the morning, I have a routine that I
follow.
5. Usually, I am the first one in the classroom.
When I walk in, I say hello to Miss McQuade
and start walking towards my seat. If there
are other students in the room, I say hello to
them, too.
6. I arrive at my desk and begin to unpack my
books and supplies that I need for the day.
Sometimes, a student may set their bookbag
on their desk and begin to walk around and
talk to others. Miss McQuade has to remind
them to get unpacked.
7. In the back of the classroom, every student has a
hook with their name above it. My hook is next to
Tamia’s.
I take my bookbag and jacket back to my hanger
and hang them up for the day.
Sometimes, if there are other students back at the
closet, I need to wait my turn.
8. I go back to my seat so that I can read the
morning message on the SmartBoard. The
SmartBoard is our interactive whiteboard.
Miss McQuade tells us what homework
assignments to get out, what the writing
prompt is, and any special messages.
9. I take my homework assignments up
to Miss McQuade’s desk to show her.
If you do not complete your
homework, you do not get a point.
I will try to finish all of my homework
assignments.
10. I go back to my seat and find my blue writing
journal.
Sometimes, my desk is a little unorganized. I will
try to keep it neater.
Each day we have a writing prompt we need to
complete, which is part of our Reading grade.
11. I begin writing my response to the
prompt.
It needs to have at least 5 sentences.
I will try to complete at least 25 out of
the 30 prompts each semester.
12. If I complete all of my homework and the writing
prompt in the morning, Miss McQuade will give me
a ticket!
When we receive a ticket, we put it into a basket.
At the end of the week, Miss McQuade picks out
three ticket winners who get a prize.
13. It is important to follow the morning
routine, because it helps me to stay
organized and on top of my work.
I want to receive good grades, and
following these directions will help
me to do that!
