Social Stories for Daily Routines - Behavioral Toolkit for Students With Autism

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These social stories and visuals can help students with autism learn to behave appropriately during common routines in your classroom. Each social story focuses on a specific aspect of common routines (e.g., waiting in line). Together, the 9 social stories and 8 visual support cards can help your students, especially those on the autism spectrum, demonstrate more appropriate behavior through understanding expectations in each specific situation.

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.

This product is also included in a bundle offered at a discounted price:The Starter Kit for Successful Inclusion</a>


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.

5 social stories address 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.

1 story focuses on following directions

  • When the Teacher Gives a Direction to the Class. This story 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

See the preview for more details and picture examples

For more classroom materials for students with autism and special education

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

Total Pages
75 pages
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