Social Stories on Following Directions and Daily Routines – Behavioral Toolkit for Students With Autism

Product Description

Looking for social stories on following directions that actually connect with your students? This set of 9 easy-to-use stories covers everyday routines like listening, staying on task, and getting through transitions—without the overwhelm. Perfect for supporting students who need extra help with understanding what’s expected and why.

Social stories are great tools for helping students learn social skills of common routine situations like lining up, waiting for a turn, raising their hand, and handling when the teacher does not call on them. This set of social stories are set up with a common framework of more descriptive sentences than directive. The stories are written in the first-person and include perspective sentences to help students understand why these behaviors are important.

Each social story is included in two formats: a book format with one idea and picture on each page and a 1 page printable with the entire story on a single page and a picture beside each idea.

WHAT’S INCLUDED?

3 social narratives regarding Lining Up

• Lining up in Class: focuses on the expectations of lining up quietly in class
• Walking in Line: Focuses on expectations and perspectives of walking quietly in the hallway keeping hands at their sides
• I Can’t Always be First: Focuses on the disappointment of not being the line leaders with coping / perspective statements.

6 social stories on following directions, raising hands and waiting to be called on.

• Raising My Hand to Talk in Class reviews strategies to keep from blurting out (deep breaths, counting).
• Waiting to be Called on to Talk gives strategies to address disappointment at not being called on by the teacher.
• When Someone Else Says My Answer: addresses when a classmate is called on and gives your answer. It focuses on understanding that more than 1 student can have the same answer.
• When the Teacher Calls on Someone Else focuses on coping and the perspective of other students and the adults in the classroom. This student might believe the teacher will think he doesn’t know the answer if he doesn’t yell it out.
• Not Answering Upsets Me addresses not being called on for a student who becomes anxious when he has something to say and isn’t given the opportunity. Many students with autism have anxiety related to needing to say what they are thinking and this addresses coping strategies for that feeling.
• When the Teacher Gives a Direction to the Class. This story on following directions shares the perspective that when a teacher gives a direction to the whole class, it includes the target student. Plus it provides a coping strategy for when that student is unsure if the direction was meant for him/her.

8 Visual Cues that are designed to remind students of coping strategies and expectations

This product is copyrighted to Christine Reeve for use in one classroom. They may not be copied for additional classes without purchasing extra licenses.