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Focus on writing the social story about the behavior you want the Aspergers or HFA child to learn or increase (e.g., Kyle’s obsession is “trains.” He focuses on trains to the exclusion of doing homework, and his grades are suffering as a result). This means that specific descriptive and measurable information must be noted (e.g., to measure the number of times Kyle engages in inappropriate conversations about trains, the parent puts a tally mark for each time that he initiates a conversation about trains). To develop an effective social story, (a) gather information about the child’s interests, abilities, impairments, and motivating factors, (b) observe situations that often present problem behaviors, (c) ask the child for his perspective of the specific target behavior, and (d) determine the topics for the social story. Descriptive – tells where situations occur, who is involved, what they are doing, and why (e.g., "During Homework Time, me and my brother are in our separate bedrooms sitting at our desks. Photographs, hand-drawn illustrations, or pictorial icons can help aid in the child's understanding of the social story (although some children may be distracted by pictures or may have difficulty generalizing from a picture). Read through the story once or twice and, when necessary, model the desired behavior (e.g., After reading with Kyle his social story about waiting for Free Time to talk about trains, the parent pretends to be the brother who comes into Kyle’s room.
We are either reading or writing so we can get our assignments done before T. Kyle is encouraged to tell his brother that he is doing homework and will play later). If needed, read the story just prior to a situation in which the problem behavior is likely to occur (e.g., If Kyle’s problem with talking about trains occurs mainly during Homework Time, it may be helpful to read the social story right before Homework Time each day).
She remembers how her dogs were put up leaving her utterly alone, how the teen became enraged when she told him it was time for him to leave.
Jill even recalls how her mother had been doing some work on their back porch, leaving a screwdriver out and accessible.
If the child has not responded to the social story after an appropriate length of time (varies by target behavior and the time each child requires to learn a new skill), review the social story and how it has been used. The children know the lunch bell tells them to line up at the door.