Stories as Social Narratives for Students Identified with Autism Spectrum Disorder

Christan Grygas Coogle, Jennifer R. Ottley, Sloan Storie, Anne L. Larson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The purpose of this chapter is to identify how stories can be used as a strategy to support students in attaining skills. More specifically, we focus on social stories or brief scenarios that are intentionally developed to address specific skills as a means to facilitate skill development. Social stories are particularly beneficial for visual learners, and thus, are an effective means to support students identified with autism spectrum disorder in developing a variety of skills. Educators can present social stories in a variety of formats such as narratives, comics, power cards, and technology-enhanced methods. In this chapter we present vignettes, highlight various social story formats, identify how to create and effectively implement social stories, and present a variety of print- and web-based resources. All educators can benefit from reading this chapter, and particularly educators who instruct students identified with autism spectrum disorder or other developmental disabilities.

Original languageEnglish (US)
Title of host publicationEducating the Young Child
PublisherSpringer
Pages253-274
Number of pages22
DOIs
StatePublished - 2019
Externally publishedYes

Publication series

NameEducating the Young Child
Volume16
ISSN (Print)2543-0610
ISSN (Electronic)2543-0629

Keywords

  • Autism spectrum disorder
  • Social stories
  • Visual learning

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  • Cite this

    Coogle, C. G., Ottley, J. R., Storie, S., & Larson, A. L. (2019). Stories as Social Narratives for Students Identified with Autism Spectrum Disorder. In Educating the Young Child (pp. 253-274). (Educating the Young Child; Vol. 16). Springer. https://doi.org/10.1007/978-3-030-19266-2_13