A recent article about social stories used with the population of those with Autism Spectrum Disorders*  concluded that their study replicated and extended the literature by demonstrating that properly constructed social stories may decrease the disruptive behaviors of some children with autism and that social stories may be used without planned systematic behavioral interventions such as taken economies.  They offered other suggestions as a result of their study with three individuals and their social stories are shared here.

*Decreasing Disruptive Behaviors of Children with Autism Using Social Stories by Scattone, Wilczynski, Edwards, and Rabian appeared in the Journal of Autism and Developmental Disorders, Vol. 32, No. 6, December 2002.

When I sit in a chair, all four legs of the chair should touch the floor. If only one or two legs touch the floor, my chair can tip over. Tipping my chair can make me fall. If I fall, I can get hurt. Tipping my chair can make my teachers sad or mad. I do not like it when my teachers are sad or mad. I will try not to tip my chair. I will try to sit in my chair with all four legs touching the floor. My teachers will be happy if I sit in my chair with all four legs touching the floor. Then I will be safe.

Comprehension Questions:

1. When I sit in the chair, should I keep all four legs of the chair on the floor?
2. Where should all four legs of the chair be?
3. If only one or two legs of the chair touch the floor, what will happen?

There are lots of girls at school. Sometimes I see girls in my classroom. Sometimes I see girls in the hallways. Sometimes I see girls at pep rallys. Sometimes I see girls at recess. It’s OK to look at girls. When I look at a girl for a long time, she may get mad or sad. When I look at a girl, I will count slowly to two and then I will try to look at something else. I should try to look at something else until I slowly count to ten. After I slowly count to ten, I can look at the girl again if I want to.

Comprehension Questions:

1. Is it OK to look at girls?
2. How long should I look at a girl for?
3. When I look away, what should I count to?

When Miss Anne helps us with math, the children usually do not holler. When children need Miss Anne’s help, they usually ask for help in a quiet voice. When children ask Miss Ann for help, they usually say "Help please" or "I need help" in a quiet voice. When Miss Anne helps us with math, I will try not to holler. When I want Miss Anne’s help, I will say "Help please" or "I need help." Miss Anne will usually help me if I ask for help. Miss Anne will be happy if I do not holler.

Comprehension Questions:

1. What do the children do when they need Miss Anne’s help?
2. What should I do when I need Miss Anne’s help?
3. Will Miss Anne be happy if I ask for help?