TY - CHAP
T1 - Stories as Social Narratives for Students Identified with Autism Spectrum Disorder
AU - Coogle, Christan Grygas
AU - Ottley, Jennifer R.
AU - Storie, Sloan
AU - Larson, Anne L.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - Autism spectrum disorder
KW - Social stories
KW - Visual learning
UR - http://www.scopus.com/inward/record.url?scp=85083984364&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85083984364&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-19266-2_13
DO - 10.1007/978-3-030-19266-2_13
M3 - Chapter
AN - SCOPUS:85083984364
T3 - Educating the Young Child
SP - 253
EP - 274
BT - Educating the Young Child
PB - Springer
ER -