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Santa's Social Stories ~
Crozier, S & Tincani, M. (2006) tell us that the concept of Social Stories was created by Carol Gray in 1991 to use with both adults and children with autism. Examples of social stories as comic strips provide a boost in confidence through repetition, which makes these difficult experiences less scary, and more predictable.
You want the story to be brief, but maintain the child's attention. Let the child help you create this Visual story. Social stories come in as many lengths, styles, and varieties as there are subjects. Depending on the age of the person reading, it may include photographs of the individual, or of actual locations or objects, for reference.
Use for guiding desired behaviors, such as –
< My Thoughts > “…less scary, and more predictable.”
Holiday events can be both scary and unpredictable. Often times, unpredictability triggers anxiety. Making a social story, comic strip, or storyboard can help. Sonny seems to have a storyboard in his head, for every holiday event. How do I know? Well, after Thanksgiving, he insists on going to the storage shed where we store the Christmas decorations.
Next on his radar is going to the nursery to buy a live tree. Back home again, we open and empty all the boxes. Oops, something was wrong. Our non-verbal Sonny starts for the door. He heads for the shed. We open it up, and tucked in the corner, is a small box of his favorite wooden ornaments, placed there 1 year ago. That is why I think that our Sonny has a Christmas storyboard in his head.
Rudy, L.J. (2014) reveals that most social stories (though by no means all of them) are written for young children to help them manage daily events, emotions, frustrations, and challenges. Some stories are written to prepare children for unusual events.
Bogdashina, O. (2003) says there are many things that people with autism & ‘sensory issues’ often seek to avoid –
< My Thoughts > “…mistaken for behavioral problems.”
One child with autism’s sensory seeking issue may deliberately crash into someone or something, just to feel the necessary impact. While another child with autism, even within the same family, may have a meltdown when being bumped or touched.
If your child’s sensory issues are ‘supersonic’ senses, air is likely to bother them. Yet, Sonny will sit in front of a fan for hours, his hair blowing in the wind. But we can never get his highness out of the house on a windy day.
Gift giving can cause stress with children and adults with autism, putting them on overload.
Why it can be hard. First there’s the sensory overload. Sensations of rustling and tearing wrapping paper can be really unpleasant or super exciting. There’s the struggling with waiting and overriding impulse control. Not sure of what is happening causes great anxiety.
No interest in the gift – when those with autism have a strong preference for their favorite things they don’t accept ‘new’ stuff. Sometimes the wrapping paper or the box is more exciting and more appreciated than the gift itself.
Ways you can help:
Take your time – spread the gift giving (or buying) out over a day or two. Take a break in between to play with beloved favorites. (Not giving up one for the other.)
Reduce frustration – Instead of wrapping the gift, place in a gift bag.
Add structure and predictability – visual chart, social story, or set a time limit to the activity.
Reduce social pressure – practice role playing and script responses for opening and for giving gifts.
Be flexible. Let your child take the lead. The goal is to celebrate, share and enjoy.
< More of My Thoughts >
At our house, Sonny looks forward to all the times he receives presents. In his room, near the bookshelf, he has a stack of gift bags. Our tradition is to let him place the empty bags out in the living room, the night before his special occasion. When he wakes in the morning he rushes out to see what gifts are in the bags. He usually grabs his favorites out of the bags, taking them to his room with the rest of his treasures.
Note: There are many ideas, suggestions, apps, and templates for Social Stories online.
References:
Bogdashina, O. (2003). Sensory Perceptual Issues in Autism & Asperger Syndrome: Different Sensory Experiences – Different Perceptual World; Jessica Kingsley Publishers: London.
Crozier, S & Tincani, M. (2006). Effects of Social Stories on Prosocial Behavior of Preschool Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V37, p.1803 - 1814.
Rudy, L.J. (2024). Social Stories for Kids with Autism; Verywell Health. Retrieved online from – https://www.verywellhealth.com › social-stories/
Crozier, S & Tincani, M. (2006) tell us that the concept of Social Stories was created by Carol Gray in 1991 to use with both adults and children with autism. Examples of social stories as comic strips provide a boost in confidence through repetition, which makes these difficult experiences less scary, and more predictable.
You want the story to be brief, but maintain the child's attention. Let the child help you create this Visual story. Social stories come in as many lengths, styles, and varieties as there are subjects. Depending on the age of the person reading, it may include photographs of the individual, or of actual locations or objects, for reference.
Use for guiding desired behaviors, such as –
- Daily living skills
- Unexpected events at home, school, or community
- Transitions such as moving from one place to another; or, grade to another
- Social situations at home, school, or community
< My Thoughts > “…less scary, and more predictable.”
Holiday events can be both scary and unpredictable. Often times, unpredictability triggers anxiety. Making a social story, comic strip, or storyboard can help. Sonny seems to have a storyboard in his head, for every holiday event. How do I know? Well, after Thanksgiving, he insists on going to the storage shed where we store the Christmas decorations.
Next on his radar is going to the nursery to buy a live tree. Back home again, we open and empty all the boxes. Oops, something was wrong. Our non-verbal Sonny starts for the door. He heads for the shed. We open it up, and tucked in the corner, is a small box of his favorite wooden ornaments, placed there 1 year ago. That is why I think that our Sonny has a Christmas storyboard in his head.
Rudy, L.J. (2014) reveals that most social stories (though by no means all of them) are written for young children to help them manage daily events, emotions, frustrations, and challenges. Some stories are written to prepare children for unusual events.
Bogdashina, O. (2003) says there are many things that people with autism & ‘sensory issues’ often seek to avoid –
- External control
- Disorder
- Chaos
- Noise
- Bright lights
- Touch
- Involuntary involvement
< My Thoughts > “…mistaken for behavioral problems.”
One child with autism’s sensory seeking issue may deliberately crash into someone or something, just to feel the necessary impact. While another child with autism, even within the same family, may have a meltdown when being bumped or touched.
If your child’s sensory issues are ‘supersonic’ senses, air is likely to bother them. Yet, Sonny will sit in front of a fan for hours, his hair blowing in the wind. But we can never get his highness out of the house on a windy day.
Gift giving can cause stress with children and adults with autism, putting them on overload.
Why it can be hard. First there’s the sensory overload. Sensations of rustling and tearing wrapping paper can be really unpleasant or super exciting. There’s the struggling with waiting and overriding impulse control. Not sure of what is happening causes great anxiety.
No interest in the gift – when those with autism have a strong preference for their favorite things they don’t accept ‘new’ stuff. Sometimes the wrapping paper or the box is more exciting and more appreciated than the gift itself.
Ways you can help:
Take your time – spread the gift giving (or buying) out over a day or two. Take a break in between to play with beloved favorites. (Not giving up one for the other.)
Reduce frustration – Instead of wrapping the gift, place in a gift bag.
Add structure and predictability – visual chart, social story, or set a time limit to the activity.
Reduce social pressure – practice role playing and script responses for opening and for giving gifts.
Be flexible. Let your child take the lead. The goal is to celebrate, share and enjoy.
< More of My Thoughts >
At our house, Sonny looks forward to all the times he receives presents. In his room, near the bookshelf, he has a stack of gift bags. Our tradition is to let him place the empty bags out in the living room, the night before his special occasion. When he wakes in the morning he rushes out to see what gifts are in the bags. He usually grabs his favorites out of the bags, taking them to his room with the rest of his treasures.
Note: There are many ideas, suggestions, apps, and templates for Social Stories online.
References:
Bogdashina, O. (2003). Sensory Perceptual Issues in Autism & Asperger Syndrome: Different Sensory Experiences – Different Perceptual World; Jessica Kingsley Publishers: London.
Crozier, S & Tincani, M. (2006). Effects of Social Stories on Prosocial Behavior of Preschool Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V37, p.1803 - 1814.
Rudy, L.J. (2024). Social Stories for Kids with Autism; Verywell Health. Retrieved online from – https://www.verywellhealth.com › social-stories/
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Vixen's Visual Schedule ~
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they have already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.
Havlik, K. (2023) has found that Visual Schedules are an intervention that can help individuals with autism follow a routine, transition between activities, develop new skills, and reduce anxiety.
This website includes links to other websites and apps, for your perusal.
Ambersley, K. (2013) – a psychologist who evaluated my son shared with me that in a lot of patients he sees, he can immediately tell that the ‘lights are out’ and there is “nobody home.”
That was a very profound statement that had me thinking, if the lights are out, what does it take to turn the lights on?
We find ourselves helping each other in so many different ways. My son helps me to think outside the box for creative solutions to help him navigate the basic fundamentals of communication and social behavior, which I have taken for granted all my life.
He needs time to fix the pieces and connect the dots in his own way, so that it makes sense and enables him to build greater self-confidence.
We are not working for perfection; we are working on continuous improvement.
< My Thoughts > “…we are working on continuous improvement.”
Sometimes this approach will take families farther on the path towards fulfillment than focusing on one task or skill. One of those approaches could be devising Visual ways to guide behavior.
It dawned on me: Why worry about the things I cannot change? Just focus on changing the things I can. That was a big attitude adjustment for me as a parent of a child with autism.
My real goal has always been to find a solution which works best for Aaron. Believe me, there is no “secret formula” to autism. The solution to autism has to be as unique as the child.
< My Thoughts > “…unique as the child.”
Every child is unique, and every child’s autism is unique. Aaron was fortunate to have a father who approaches his son’s autism in such a positive way. There is much to be learned from both of them.
Use your creative license here. Children with autism or autism-like behavior take in a lot more than parents are aware. They often use peripheral vision to watch your every move, but you’ll never catch them looking at you. So, create these social stories within his or her view. Best of all scenarios would be to have them choose a picture or help you in some way, however small. Of course, the latest twist on Carol Gray’s Social Stories is the APP available so that you can create, present, and store your child’s stories on your iPad or iPhone.
Kimber, L., Verrier, D., et al. (2024) keep in mind that autism is a dynamic disability, meaning that an autistic person may be able to do one thing one day and not the next. The environment, including weather and the behavior of others, can play a significant role in an autistic student’s ability to perform academically and navigate non-autistic-centered spaces.
< My Thoughts > “…ability to perform…”
Also, when there is the only one source of intervention, there could be a sudden lack of continuance or continuity. This may coincide with school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to continue program activities yourself. Additionally, one of the things you may choose to do, would be to create Visuals to help guide your child’s behavior throughout the Holidays.
Sicile-Kira, C. (2010) asks why the holidays are so difficult for families with autism. Often parents in the autism community will joke that we become more religious during the holiday season that begins with Thanksgiving: we pray our children will behave while we are visiting relatives, we pray they will sit at the dinner table, we pray they won't hit the relative who tries to kiss them, and above all – we pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.
< My Thoughts > “…our ‘misbehaving' children.”
Relatives may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
Parents, prepare yourself! Perhaps this should be an ‘autism commandment. Prepare yourself and your child in the areas of needing support for his or her interwoven needs, during the Holiday Season.
References:
Ambersley, K. (2013). Autism: Turning on the Light: A Father Shares His Son’s Inspirational Life’s Journey through Autism; eBook Edition.
Havlik, K. (2023). Visual Schedules: A Practical Guide for Families; University of Utah. Retrieved online from – https://ed-psych.utah.edu › autism-training-grant
Kimber, L., Verrier, D., et al. (2024). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood, 6(3), 321-330.
Dear Readers,
Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.
Happy Holidays.
Regards,
Sara Luker
Vixen's Visual Schedule ~
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they have already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.
Havlik, K. (2023) has found that Visual Schedules are an intervention that can help individuals with autism follow a routine, transition between activities, develop new skills, and reduce anxiety.
- Identify skill or desired behavior
- Break into steps
- Break into steps additional steps for areas of struggle
- Personalize, provide a way to check-off each completed step
- Use follow-up to motivate and reinforce desired behavior
This website includes links to other websites and apps, for your perusal.
Ambersley, K. (2013) – a psychologist who evaluated my son shared with me that in a lot of patients he sees, he can immediately tell that the ‘lights are out’ and there is “nobody home.”
That was a very profound statement that had me thinking, if the lights are out, what does it take to turn the lights on?
We find ourselves helping each other in so many different ways. My son helps me to think outside the box for creative solutions to help him navigate the basic fundamentals of communication and social behavior, which I have taken for granted all my life.
He needs time to fix the pieces and connect the dots in his own way, so that it makes sense and enables him to build greater self-confidence.
We are not working for perfection; we are working on continuous improvement.
< My Thoughts > “…we are working on continuous improvement.”
Sometimes this approach will take families farther on the path towards fulfillment than focusing on one task or skill. One of those approaches could be devising Visual ways to guide behavior.
It dawned on me: Why worry about the things I cannot change? Just focus on changing the things I can. That was a big attitude adjustment for me as a parent of a child with autism.
My real goal has always been to find a solution which works best for Aaron. Believe me, there is no “secret formula” to autism. The solution to autism has to be as unique as the child.
< My Thoughts > “…unique as the child.”
Every child is unique, and every child’s autism is unique. Aaron was fortunate to have a father who approaches his son’s autism in such a positive way. There is much to be learned from both of them.
Use your creative license here. Children with autism or autism-like behavior take in a lot more than parents are aware. They often use peripheral vision to watch your every move, but you’ll never catch them looking at you. So, create these social stories within his or her view. Best of all scenarios would be to have them choose a picture or help you in some way, however small. Of course, the latest twist on Carol Gray’s Social Stories is the APP available so that you can create, present, and store your child’s stories on your iPad or iPhone.
Kimber, L., Verrier, D., et al. (2024) keep in mind that autism is a dynamic disability, meaning that an autistic person may be able to do one thing one day and not the next. The environment, including weather and the behavior of others, can play a significant role in an autistic student’s ability to perform academically and navigate non-autistic-centered spaces.
< My Thoughts > “…ability to perform…”
Also, when there is the only one source of intervention, there could be a sudden lack of continuance or continuity. This may coincide with school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to continue program activities yourself. Additionally, one of the things you may choose to do, would be to create Visuals to help guide your child’s behavior throughout the Holidays.
Sicile-Kira, C. (2010) asks why the holidays are so difficult for families with autism. Often parents in the autism community will joke that we become more religious during the holiday season that begins with Thanksgiving: we pray our children will behave while we are visiting relatives, we pray they will sit at the dinner table, we pray they won't hit the relative who tries to kiss them, and above all – we pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.
< My Thoughts > “…our ‘misbehaving' children.”
Relatives may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
Parents, prepare yourself! Perhaps this should be an ‘autism commandment. Prepare yourself and your child in the areas of needing support for his or her interwoven needs, during the Holiday Season.
References:
Ambersley, K. (2013). Autism: Turning on the Light: A Father Shares His Son’s Inspirational Life’s Journey through Autism; eBook Edition.
Havlik, K. (2023). Visual Schedules: A Practical Guide for Families; University of Utah. Retrieved online from – https://ed-psych.utah.edu › autism-training-grant
Kimber, L., Verrier, D., et al. (2024). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood, 6(3), 321-330.
Dear Readers,
Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.
Happy Holidays.
Regards,
Sara Luker
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