COURSE CODE / COURSE NAME

Edu 18081/ Teaching and Learning Strategies

Professors Name : Allison Fitzgibbon

Your name: Sukhveer Dhugga

Your student ID: 991334189

Date: 14, November,2016

I understand Sheridan policies on academic offences, and have reviewed statements

pertaining to plagiarism for this course.

I have viewed and completed the Academic Honesty Tutorial and Quiz, found in
my course content folder, and on the Library Services site.

This is to certify that I have reviewed the work I am submitting here (and/or uploading to
the Assignment Dropbox) and have taken care to ensure that it is my own work /
words.

I have not used 5 or more consecutive words from another source, without quotes and
un-cited; I understand mosaic plagiarism and have not re-worded sentences from other
sources. I have not represented the ideas of others as my own. Where relevant, I have
included a bibliography of all sources used in preparing this work.
Signed: Sukhveer Dhugga

SocialStoryAssignment

Write something about what is Social story and what is the use of it.

Asocialstoryissomethingwhichcanbeawrittenorvisualguidewhichdescribesvarioussocialinteractions.CarolGraywhoislargely
accreditedfortheintroductionofsocialstories,describesthemas:Asituation,skillorconceptintermsofrelevantsocialcues,perspectives,and
commonresponsesinaspecificallydefinedstyleandformat.ThegoalofaSocialStoryistoshareaccuratesocialinformationinapatientand
reassuringmannerthatiseasilyunderstoodbyitsaudience.Thesestoriesweredevelopedtosupportindividualswhoareaffectedbyautismand
givesthemanopportunitytobettercope/integrateinsocialsituations.AsocialstorymustbewrittenineithertheFirstPersonorThirdPerson
perspectivesandavoidyoustatementsandutilizespositivelanguage.Also,eachsocialstoryfollowsaveryspecificformulabeingthata
descriptivetitleandanintroduction,bodyandconclusionmustbeincluded.

SourcesUsed:

Fitzgibbon, Allison. (2016), Teaching Social Skills [Lecture notes] Oakville: Sheridan

Gray, C. (2000). Writing social stories with Carol Gray. Arlington, Texas: Future Horizons Inc.

http://www.educateautism.com/social-stories.html

SocialStory#1:Roberto,agrade3students,hasjustmovedfromMexicotoCanadawithhisfamily.Manyoftheclassroomroutinesinhis
Ontarioschoolarenewtohim.TheteacherwroteRobertoasocialstorytoexplaintheroutineofstandingforthenationalanthem.Yourtaskisto
determineifthissocialstoryfollowsCarolGrayscriteria.RefertothearticlefromWeek5sclassinyouranalysis.
ISingOCanada

ISingOCanada

Sometimesthenationalanthemisplayedor
sungwhenIamatschool.

Thenationalanthemisaspecialsongaboutour
country.InCanada,thenationalanthemisthe
"OCanada"song.

Whenthenationalanthemisplayed,everyone
standsupandtheystaystill.

Ialsohavetostandstillwithmyhandstomy
sidesandlistenquietlytothesong.
 IfIhearthesongwhenIamwalkinginthe
hallway,ImustalwaysstopwhereIamand
standstill.

Thisistheruleatourschool.Everyonefollows
thesamerule.Thisrulehelpsusshowrespect
forourcountry.Itisrudetomoveortalk
duringthesong.

Whenwefinishsingingournationalanthem,I
canmoveagainandsitdownifIwantto.

Doesmysocialstorymeetthecriteria? Analysis
1. Isthereanintroduction,body, ThestorymeetsthiscriteriaofCarolGrayssocial Thisstorybeginswithanintroductionbeingthatthestoryisgoingto
andconclusion? storyasithasanintroduction,bodyandconclusion. beaboutthenationalanthemofCanadaOCanada.Thebodyof
thestoryexplainsthesignificanceaboutthenationalanthemand
whateveryoneincludingRobertohavetodowhenitisplayed.This
isshownwhenRobertosaysthatThenationalanthemisaspecial

Doesthestoryanswerthe
2. relevantwhquestions?
Sometimes,manyofthese
questionsmaybeansweredina
single(oftenopening)statement.
ThisstoryansweredmajorityoftheWhquestions
intheopeningstatement,andifnotwereanswered
consecutively.
songaboutourcountryandthatWhenthenationalanthemis
played,everyonestandsupandtheystaystill.Thebodyofthis
socialstoryisabouttheactualprocedureandsignificanceofthe
nationalanthem.Theconclusionwrapsupbystatingitisrudeto
moveandtalkduringtheanthem,whichiswhyyourenotsupposed
todothosethingsduringtheproceduredescribedinthebody.And
thatafterthenationalanthemisover,Robertocandowhateverhe
wouldlikeonceagain,shownwhenhesaysWhenwefinish
singingournationalanthem,IcanmoveagainandsitdownifI
wantto.
Thewhquestionansweredinthebeginningstatement.
Who:Robertoalongwiththeotherstudentsandstaff
Whenthenationalanthemisplayed,everyonestandsupand
theystaystill.
What:RegardstheprocedureandthesignificanceofOCanadain
aschoolenvironment.
Where:Thisspecificstoryisoccurringinagrade3classroomina
schoolinOntario,Canada.Althoughitcanbesaidthatthewhole
schoolisinvolved,aseveryoneintheschoolisinvolvedequallytoo.
When:Robertoandeveryonemuststandstillwhenthenational
anthemplays
Whenthenationalanthemisplayed,everyonestandsupandthey
staystill.
Why:SinceRobertomovedfromMexicofromhisfamilytoCanada,
heneedtoknowtheimportanceandtheprocedureregardingthe
nationalanthem,soheknowstofollowtherulesaboutrespectingthe
nationalanthem.
Thisistheruleatourschool.Everyonefollowsthesamerule.

3. Isthestorywrittenforayoung
student,isitwrittenfromafirst
personperspective,asthoughthe
studentisdescribingtheevent?
Orifthestoryisforanolder
studentoradult,isitwritten
fromathirdpersonperspective,
similartoanewspaperarticle?
4. Doesthestoryhaveapositive
tone?Ifnegativeinformationis
included,isitstatedcarefully
usingathirdpersonperspective?
5. Doesthestoryadheretoeither
SocialStoryRatio(Basicor
Complete)?(01partialor
completedirectiveand/orcontrol
sentencesforevery25partialor
completedescriptive,
perspective,affirmative,or
cooperativesentences=The
completeSocialStoryRatio)
Thisstoryiswritten/toldinfirstpersonperspective,
specificallyRobertos.
AccordingtoCarolGrayssocialstoryshouldbe
soundlikethestudentisdescribingtheevent.
Yes,Robertosstoryhasapositivetone
becausetherearenonegativesentences
Yes,thisstoryadherestothecompletesocialstory
ratio
Yes,thestoryhasperspectivesentences(statements
whichreferto/describepersonsinternalstate)
Yes,meetsthecriteriaofaffirmativesentences
(enhancethemeaningofsurroundingstatements;
stressanimportantpoint:rulesorlaws).
Yes,meetsthecriteriaofdirectivesentences
Yes,meetsthecriteriaofdescriptivesentences
Thisrulehelpsusshowrespectforourcountry.Itisrudeto
moveortalkduringthesong.
ThisstoryiswritteninRobertosperspective,whoisingrade3,
althoughtheteacherwrotethisstoryfromthisperspectiveaimingto
teachcompliance(doasyouaretold/expected)FitzgibbonA.2016,
WK5,Slide58
Robertosstoryiswritteninthepositivelanguage,withastated
descriptionofresponsesandaction/behavior.Thetoneispatient
andreassuring.ItcanbeindicatedthatRobertousesapositivetone
whenhesaysEveryonefollowsthesamerule.Thisrulehelpsus
showrespectforourcountry.Itisrudetomoveortalkduring
thesong.
Descriptivesentences:thesearetruthful,opinionandassumption
freestatementsoffact
Examples:InCanada,thenationalanthemisthe"OCanada"
song.
PerspectiveSentences:thesearestatementsthatrefertoordescribe
anindividualsinternalstate,theirthoughts,feelings,beliefs,or
physicalcondition//Robertosstorydescribestheinternalstatusof
bothhimselfandtheotherstudents,whilealsogivinghearttothe
storywhiledescribingtheemotionalandcognitiveaspectsofthe

6. Isthestoryliterallyaccurate?
Canitbeinterpretedliterary
Yes,thisstoryhasdirectiveand/orcontrolsentences
forevery25partialorcompletedescriptive,
perspectiveandaffirmativesentencesthatcomplete
SocialStoryRatio.
Yes,thestoryliterallyaccurate.
story
Examples:Everyonefollowsthesamerule.Thisrulehelpsusshow
respectforourcountry//Itisrudetomoveortalkduringthe
song.Thissocialstoryshowstheknowledge/thoughtsofRoberto.
DirectiveSentences:thesedescribedesiredresponsestosocial
situations;theseareoftenwrittenasIwilltrytoorIwillworkon
insteadofbeingcompletelyliteral. (Gray, C 2 000)
Directive sentences are used in Robertos social story
about O Canada and the desired choice about the
situation is very clear in this social story when he uses I
e.g.
Examples:
1. Ialsohavetostandstillwithmyhandstomysidesand
listenquietlytothesong.
2. Whenwefinishsingingournationalanthem,Icanmove
againandsitdownifIwantto.
AffirmativeSentences:thesestressanimportantpoint,suchasa
ruleoralawortoreassurethepersonwithASDthatwhateverthe
pointiswillbewhateverisdescribed
Examples:IfIhearthesongwhenIamwalkinginthehallway,I
mustalwaysstopwhereIamandstandstill.(referencetoarule)
Thisistheruleatourschool.Everyonefollowsthesamerule.This
rulehelpsusshowrespectforourcountry.Itisrudetomoveortalk
duringthesong.(stressinganimportantpoint).
Yes,thestoryliterallyisaccuratebecausethewordsometimesis
usedinthestory.(FitzgibbonA.2016,wk5,slide75)
 withoutalteringtheintended
meaning?
7. Isalternativevocabularyusedin
placeoftermthatmaycausethe
personwithASDtobecome
upsetornervous?
8. Isthetextwrittenwith
considerationofreadingability
andattentionspanoftheperson
withASD,usingvisualsupports
toenhancethemeaningofthe
story?
9. Ifillustrationareused,arethey
developedandpresentedwith
considerationoftheabilityofthe
personwithASD.
Hasaneffortbeenmadeto
10. incorporatethestudentsinterest
intotheformat,content
illustration,orimplementationof
thestory?
11. Overall,doesthestoryhavea
patientandreassuringquality?
Yes,thestoryutilizedalternativevocabularyto
maintainitsrelaxedandpositivequalityandmeets
thecriterialofCarolGraysocialstory.
Yes,thissocialstoryusedvisualimagesandconcrete
easytounderstandtext.FitzgibbonAllison2016,
wk5,slide75)
ThisSocialStory#1Containsillustrationstoclarify
andenhancethemeaningofthetextforyoung
childrenandthepersonwithASD
Motivatingandreflectstheinterestofthestudent
namedRoberto
Thisstoryalsomeetstheguidelinesofhaving
patientandreassuringquality
e.g.SometimesthenationalanthemisplayedorsungwhenIamat
schoolandensuretheaccuracy.
VerysimpleandeasyvocabularyisusedinthisRobertoscialstory
suchasplayed,sung,special,standup,staystill,followrule,finish
andsoonthatcannotcausethepersonwithASDtobecomeupsetor
nervous.
Theauthor(teacher)ofthestorywrotethetextwithconsiderationof
anASDperson/child.Textlanguageisverysimpleandeasyto
understandwithvisualsupportwitheachlineoftheOCanada
storyandfullyenhancethemeaningofthestory.
TheillustrationsthathavebeenusedinRobertossocialstoryare
considerableandhelpfulforyoungchildrenandthosealsowithASD
whoareseverelychallenged.Thereasonisbecauseallthe
illustrationsusedareshowingexamples/actioninthetextthatis
describingclearlywhatonesupposedtododuringnationalanthemis
beingplayed.
Thetextismotivating(styleandformatting)andreflectstheinterests
ofastudentwithASDanintriguesthemtoreadmorewiththe
illustrationshelpingthemtounderstandthetext.alsocontentthatis
relatingtotheireverydaylives
Thetoneispatientandreassuring((FitzgibbonA.2016,wk5,
slide66)asnonegativeadjectivesorthoughtsweredescribedinthis
story,butinsteadinclusivenessandpatiencewasapparent.Thiswas
 donebythefactthatthestoryincludestostatethateveryonedoes
whatisbeingdescribedandtakesitstimetostatetheprocedurefor
OCanada.

SourcesUsed:

Fitzgibbon, Allison. (2016), Teaching Social Skills [Lecture notes] Oakville: Sheridan

Gray, C. (2000). Writing social stories with Carol Gray. Arlington, Texas: Future Horizons Inc.