Social narrative

Last updated
Social narratives can be used to teach learners with autism spectrum disorders and other associated disabilities various skills, social situation, and narratives. All About Money.svg
Social narratives can be used to teach learners with autism spectrum disorders and other associated disabilities various skills, social situation, and narratives.

A social narrative is an evidence-based [1] learning tool designed for use with people with autism spectrum disorder (ASD) and other associated disabilities. Social narratives often use personalized stories to teach a skill, identify a situation, or tell a narrative; some examples of social narratives may cover topics such as getting along with others, interacting with others, or experiencing a new place or activity. It is referred to as a story or a written explanation that tells the learner not only what to do but also what the situation is, with the goal of addressing the challenge of learners finding social situations confusing. [2] Social narratives have been found effective for learners ages Preschool-High School in several areas such as social, communication, joint attention, behavior, adaptive, play, and academic. [3]

Contents

Concept

Social narrative is described as long story that could be employed as an antecedent intervention or not, for students that have behavioral challenges due to social and emotional development deficits. [4] It depicts and explains social interactions, common behavioral expectations, and their respective social subtexts. [4] According to the National Professional Development Center (NPDC) on ASD, in addition to teaching learners specific social behaviors and skills, it can also help them adapt their behaviors according to the social and physical cues of a situation and adjust to changes in routine. [5]

A defining feature of the social narrative is that it is individualized and narrated from the child or the learner's perspective. [2] The story focuses on relevant cues and provides the learners appropriate responses through examples. [6] It is written by an educator according to the learner's instructional level and is often complemented by contents such as pictures and photographs that do not only confirm the information being conveyed but also promote self-awareness, self-calming, and self-management. [7] For example, it can be in the form of a one-page symbolic depiction, a book with photographs, or a learning material (e.g. mobile app [5] ) that clearly depicts and explains relevant information. [4]

Uses for social narrative

Social narrative can be used to support the learner with ASD understand various social contexts and develop new social skills, such as responding to a peer, or initiating a conversation with a familiar or new person. It can be used by various professionals such as teachers (both general and special education teachers), therapists, and professionals. [1] [8] It can also be used and implemented by the parent and family members. Social narratives can be applied and utilized in a variety of settings, for example, in educational and therapy based settings. Social narratives can be used to address issues, such as conversational skills in learners with ASD. [8]

Types

Social stories are considered a type of social narrative. In a particular story, the expectations – including those of others such as peers and teachers – are clearly and accurately described. [6] Social stories, which are attributed to Carol Gray, is primarily used to describe a specific way of constructing a social narrative. This type of narrative follows a formula, which orients the story towards description instead of direction. Social scripts, on the other hand, describe specific comments and questions appropriate to given situations. It is written in scripted prompt format or videotaped statements or phrases that learners can use in social situations. The statements are simple such as: "Hi, can I sit here?", or "Can you help me?".

Both of these types of social narratives can be employed to instruct a learner on how to introduce themselves to others, ask for help, initiate conversations, and join a group of peers. Social scripts constitute another type of social narrative. [7] These can be audio or written sentences or paragraphs that the learners can use in different settings and situations so that their ability to interact with others is enhanced. [9]

Comic Strip Conversations, developed by Carol Gray, utilize drawings to illustrate what people say, do, and think in various situations. In a Comic Strip Conversation, the adult and the individual with ASD would briefly introduce the comic strip. Shortly afterward, either the adult or the individual with ASD can draw about the situation and present a perspective on what happened during the situation. It is important to note that a form of structure must be provided for the individual with ASD to understand the concept and skill being taught. [10]

Power Cards are considered another type of social narrative. Power Cards are visual aids that capitalizes on an individual's interest. [11] Power Cards can also be used to teach the learner how to appropriately engage in various social interactions, communicative behaviors, and daily routines. [11] Although Power Cards are visual aids, they also vary in size. Power Cards are often written in first-person and describes how the child's identified hero can solve the presented problem. [10]

Social Scripts are another type of social narrative. Social Scripts can be used to teach a learner the language to use in specific situations. The learner is given social scenarios in which questions, comments and statements that they can use when engaged in conversation with others. Social Scripts reduce the stress of social interactions. Social Scripts cannot be used in all social situations, as it has the appearance of the individual rehearsing. [10]

Cartooning is a type of social narrative that uses cartoons to enhance the social understanding of the learner. Because visual symbols are helpful for making abstract concepts and events more meaningful, it is often used. [10]

Social Autopsies, developed by Richard Lavoie, are used to help individuals understand the social errors or mistakes that have occurred. It aids in dissecting an error that occurs. This assists the learner in understanding the error, and clarifies the error that was made. [10]

Technique

The social narrative is usually written in first-person and the perspective of the learner so that the story matches his experiences, feelings, and behavior. [2] It is often developed by an expert (e.g. educator, therapist) and the patient since it integrates new social information relevant to the patient. [12] There are no strict guidelines when writing social narratives but the process usually involve the following steps:

  1. Identification of the social situation for intervention;
  2. Definition of target behavior for data collection;
  3. Collection of data;
  4. Social narrative writing. [7]

Some guidelines for social narrative development include the use of language understood by the learner. The narrative is also written according to his comprehension skills. [7] There is also the preference for the "I" statements (although "you" statements can also be used if it is more effective) and the construction of sentences using present and future tenses. [7] After reading the narrative, the learner is provided an opportunity to participate in the situation that was identified.  Key concepts is reviewed with the learner. While reviewing the key concepts, the learner is assess for understanding, to see if they understood the concept. [1] If so, they continue. If not, reinforcements and prompts will be utilized to help the learner understand the concept of the social narrative. Data is collected to determine if the learner is making progress toward the goal.

Social narrative goals & implications for use

The overall goals of social narratives is to teach appropriate behavior, make choices, playing appropriately with materials and peers, decreasing problematic behavior, understanding expectations, and increasing social interactions. [1] Social narratives, when used, can provide a variety of positive effects such as initiating conversations with peers and adults, and enhancing self-confidence. [13]

Related Research Articles

<span class="mw-page-title-main">Asperger syndrome</span> Neurodevelopmental diagnosis now categorized under ASD

Asperger syndrome (AS), also known as Asperger's syndrome, formerly described a neurodevelopmental condition characterized by significant difficulties in social interaction and nonverbal communication combined with restricted and repetitive patterns of behavior and interests. The syndrome has been merged with other conditions into autism spectrum disorder (ASD) and is no longer considered a stand-alone diagnosis. It was considered to differ from other diagnoses that were merged into ASD by relatively unimpaired spoken language and intelligence.

The diagnostic category pervasive developmental disorders (PDD), as opposed to specific developmental disorders (SDD), was a group of disorders characterized by delays in the development of multiple basic functions including socialization and communication. It was defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM), and the International Classification of Diseases (ICD).

Developmental disorders comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. There are several ways of using this term. The most narrow concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. These disorders comprise developmental language disorder, learning disorders, motor disorders, and autism spectrum disorders. In broader definitions ADHD is included, and the term used is neurodevelopmental disorders. Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability.

<span class="mw-page-title-main">Social skills</span> Competence facilitating interaction and communication with others

A social skill is any competence facilitating interaction and communication with others where social rules and relations are created, communicated, and changed in verbal and nonverbal ways. The process of learning these skills is called socialization. Lack of such skills can cause social awkwardness.

Discrete trial training (DTT) is a technique used by practitioners of applied behavior analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA). DTT uses direct instruction and reinforcers to create clear contingencies that shape new skills. Often employed as an early intensive behavioral intervention (EIBI) for up to 30–40 hours per week for children with autism, the technique relies on the use of prompts, modeling, and positive reinforcement strategies to facilitate the child's learning. It previously used aversives to punish unwanted behaviors. DTT has also been referred to as the "Lovaas/UCLA model", "rapid motor imitation antecedent", "listener responding", errorless learning", and "mass trials".

<span class="mw-page-title-main">Hyperfocus</span> Intense form of mental concentration

Hyperfocus is an intense form of mental concentration or visualization that focuses consciousness on a subject, topic, or task. In some individuals, various subjects or topics may also include daydreams, concepts, fiction, the imagination, and other objects of the mind. Hyperfocus on a certain subject can cause side-tracking away from assigned or important tasks.

The following outline is provided as an overview of and topical guide to autism:

<span class="mw-page-title-main">Treatment and Education of Autistic and Related Communication Handicapped Children</span> University Organization

The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan.

<span class="mw-page-title-main">Autism therapies</span> Therapy aimed at autistic people

Autism therapies include a wide variety of therapies that help people with autism, or their families. Such methods of therapy seek to aid autistic people in dealing with difficulties and increase their functional independence.

Social Stories were devised as a tool to help individuals with ASD better understand the nuances of interpersonal communication so that they could "interact in an effective and appropriate manner". Although the prescribed format was meant for high functioning people with basic communication skills, the format was adapted substantially to suit individuals with poor communication skills and low level functioning. The evidence shows that there has been minimal improvement in social interaction skills. However, it is difficult to assess whether the concept would have been successful if it had been carried out as designed.

<span class="mw-page-title-main">Video modeling</span> Teaching method

Video modeling (VM) is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behaviors or skill. In video self-modeling (VSM), individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior. Video modeling has been used to teach many skills, including social skills, communication, and athletic performance; it has shown promise as an intervention for children with autism spectrum disorders (ASD). Important practical and theoretical questions remain largely unanswered about video modeling and other forms of video-based intervention. Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation.

Social thinking or thinking socially refers to a methodology created by Michelle Garcia Winner; it is described as a piece we all go through in our minds as we try to make sense of our others’ thoughts, feelings, and intentions in context, whether we are existing, actively interacting, or figuring out what is happening from a distance. Our ability to think socially is part of social learning that begins at birth and evolves across our lifetime. Social thinking in this context, is also referred to as social cognition.

Several factors complicate the diagnosis of Asperger syndrome (AS), an autism spectrum disorder (ASD). Like other ASD forms, Asperger syndrome is characterized by impairment in social interaction accompanied by restricted and repetitive interests and behavior; it differs from the other ASDs by having no general delay in language or cognitive development. Problems in diagnosis include disagreement among diagnostic criteria, the controversy over the distinction between AS and other ASD forms or even whether AS exists as a separate syndrome, and over- and under-diagnosis for non-technical reasons. As with other ASD forms, early diagnosis is important, and differential diagnosis must consider several other conditions.

Peer-mediated instruction (PMI) is an approach in special education where peers of the target students are trained to provide necessary tutoring in educational, behavioral, and/or social concerns.(Chan et al., 2009). In PMI, peers may mediate by modeling appropriate behavior themselves, using prompting procedures to elicit appropriate behavior from the target students, and reinforcing appropriate behavior when it occurs. The peer tutors are chosen from the target students' classrooms, trained to mediate and closely observed during mediation.

<span class="mw-page-title-main">Autism spectrum</span> Neurodevelopmental disorder

Autism, formally called autism spectrum disorder (ASD) or autism spectrum condition (ASC), is a neurodevelopmental disorder characterized by deficits in social communication and social interaction, and repetitive or restricted patterns of behaviors, interests, or activities, which can include hyper- and hyporeactivity to sensory input. Autism is clinically regarded as a spectrum disorder, meaning that it can manifest very differently in each person. For example, some are nonspeaking, while others have proficient spoken language. Because of this, there is wide variation in the support needs of people across the autism spectrum.

Autism-friendly means being aware of social engagement and environmental factors affecting people on the autism spectrum, with modifications to communication methods and physical space to better suit individual's unique and special needs.

Diagnosis, treatment, and experiences of autism varies globally. Although the diagnosis of autism is rising in post-industrial nations, diagnosis rates are much lower in developing nations.

<span class="mw-page-title-main">Picture Exchange Communication System</span> A communication teaching method for people with limited speech

The Picture Exchange Communication System (PECS) is an augmentative and alternative communication system developed and produced by Pyramid Educational Consultants, Inc. PECS was developed in 1985 at the Delaware Autism Program by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. The developers of PECS noticed that traditional communication techniques, including speech imitation, sign language, and picture point systems, relied on the teacher to initiate social interactions and none focused on teaching students to initiate interactions. Based on these observations, Bondy and Frost created a functional means of communication for individuals with a variety of communication challenges. Although PECS was originally developed for young children with autism spectrum disorder (ASD), its use has become much more widespread. Through the years, PECS has been successfully implemented with individuals with varying diagnoses across the aged span. PECS is an evidence-based practice that has been highly successful with regard to the development of functional communication skills.

Hypercalculia is "a specific developmental condition in which the ability to perform mathematical calculations is significantly superior to general learning ability and to school attainment in maths." A 2002 neuroimaging study of a child with hypercalculia suggested greater brain volume in the right temporal lobe. Serial SPECT scans revealed hyperperfusion over right parietal areas during performance of arithmetic tasks.

Social (pragmatic) communication disorder (SPCD), also known as pragmatic language impairment (PLI), is a neurodevelopmental disorder characterized by significant difficulties in the social use of verbal and nonverbal communication. Individuals with SPCD struggle to effectively engage in social interactions, interpret social cues, and use language appropriately in social contexts. This disorder can have a profound impact on an individual's ability to establish and maintain relationships, navigate social situations, and participate in academic and professional settings. Although SPCD shares similarities with other communication disorders, such as autism spectrum disorder (ASD), it is recognized as a distinct diagnostic category with its own set of diagnostic criteria and features.

References

  1. 1 2 3 4 "Social Narratives | AFIRM". afirm.fpg.unc.edu. Retrieved 2022-02-24.
  2. 1 2 3 Maich, Kimberly; Hall, Carmen (2016-08-01). Autism Spectrum Disorder in the Ontario Context: An Introduction. Toronto: Canadian Scholars’ Press Inc. p. 166. ISBN   978-1-55130-912-5.
  3. ↑ Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pd
  4. 1 2 3 Gargiulo, Richard M.; Bouck, Emily C. (2017). Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. Thousand Oaks, CA: SAGE Publications. p. 119. ISBN   978-1-5063-0666-7.
  5. 1 2 Nava, Silton (2014). Innovative Technologies to Benefit Children on the Autism Spectrum. Hershey, PA: IGI Global. p. 116. ISBN   978-1-4666-5792-2.
  6. 1 2 Denning, Christopher (2017). Developing Motor and Social Skills: Activities for Children with Autism Spectrum Disorder. Lanham, MD: Rowman & Littlefield. p. 42. ISBN   978-1-4758-1764-5.
  7. 1 2 3 4 5 Myles, Brenda Smith (2005). Children and Youth With Asperger Syndrome: Strategies for Success in Inclusive Settings. Thousand Oaks, CA: Corwin Press. p. 82. ISBN   1412904978.
  8. 1 2 Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/social-narratives
  9. ↑ Zager, Dianne; Cihak, David F.; Stone-MacDonald, Angi (2017). Autism Spectrum Disorders: Identification, Education, and Treatment. New York: Taylor & Francis. p. 194. ISBN   9781138015692.
  10. 1 2 3 4 5 "Login | Autism Internet Modules". autisminternetmodules.org. Retrieved 2022-02-26.
  11. 1 2 Daubert, Angela; Hornstein, Shana; Tincani, Matt (February 2015). "Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games". Journal of Developmental and Physical Disabilities. 27 (1): 93–110. doi:10.1007/s10882-014-9403-3. ISSN   1056-263X. S2CID   144652179.
  12. ↑ Gaus, Valerie L. (2007). Cognitive-Behavioral Therapy for Adult Asperger Syndrome, First Edition. Guilford Press. p. 143. ISBN   978-1-60623-774-8.
  13. ↑ Golzari, Fatemeh; Hemati Alamdarloo, Ghorban; Moradi, Shahram (2015-10-01). "The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder". SAGE Open. 5 (4): 215824401562159. doi: 10.1177/2158244015621599 . ISSN   2158-2440. S2CID   38268756.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.