Carol Gray created social stories in 1991 as a great way to teach social skills and help people understand everyday situations ^[1]. These narratives help children learn complex social scenarios through clear, well-laid-out explanations about what to expect and how they should respond.

Social stories break down challenging social situations into understandable steps. They remove extra information but keep the core details intact ^[2]. To cite an instance, teaching a child about proper behavior during a doctor's visit might include explaining everything from arrival to departure. This includes waiting room behavior and how to interact with the core team.

These stories are especially helpful for children who don't deal very well with executive function skills or have delayed inhibitory control ^[2]. A good social story answers the basic questions of who, what, at the time, where, and why in social situations through descriptive text ^[3].

Social stories teach several key skills:

• Understanding safety rules and routines
• Managing emotions and behavior
• Developing self-care abilities
• Learning appropriate social responses
• Adapting to unexpected changes

Authors of social stories gather detailed information about specific situations. They develop individual-specific text that appeals to the reader ^[1]. The stories keep a patient, respectful, and unassuming quality that sets them apart from basic social scripts or skill checklists.

Social stories help both individuals and their care networks by bringing clarity and predictability to complex social situations ^[1]. Caregivers can use these tools to build understanding, reduce anxiety, and encourage positive interactions in settings of all types.

Morning Routine Social Story

_{Image Source: Apara Autism Center}

Morning routines create the foundation of a successful day for children. A well-laid-out social story helps children develop consistent morning habits and builds independence.

Getting Out of Bed

The day starts with a gentle wake-up call from a caregiver at a set time ^[4]. This predictable schedule helps children understand when to switch from sleep to daily activities. A parent might say, "Good morning! It's 7:00 AM, time to start our day!"

Brushing Teeth

We focused on specific steps to maintain oral hygiene ^[5]. Your child needs a toothbrush, toothpaste (pea-sized amount), and floss. The process has these steps:

• Wetting the toothbrush
• Applying toothpaste
• Brushing in gentle circles
• Cleaning all surfaces
• Rinsing and spitting

Getting Dressed

Children build confidence and self-care skills when they dress independently ^[6]. On top of that, it helps them learn to pick appropriate clothing and handle fasteners like buttons and zippers. All the same, they should feel comfortable asking for help with tricky tasks like shoe tying or button fastening ^[6].

Eating Breakfast

A healthy breakfast gives children energy throughout the day ^[4]. Children can help choose their breakfast, which motivates them to complete their morning tasks ^[3]. The routine of having breakfast after other morning activities creates a natural reward system. To cite an instance, children can pick between healthy breakfast options like cereal or toast after they brush their teeth and get dressed.

School Bus Social Story

_{Image Source: YouTube}

A child's first school bus ride is one of the most important steps toward independence. The school bus takes millions of students to and from school every day ^[7].

Waiting at the Bus Stop

Safety starts before the bus shows up. Students need to be at their stop five minutes early ^[7]. Kids should stand on the sidewalk or in the waiting area instead of playing near the road. They can chat quietly with friends while staying away from the street ^[7].

Boarding the Bus

We lined up in order when the bus comes. Each student waits for their turn to get on, keeps their hands to themselves and walks up the steps calmly ^[7]. Students should say hello to their driver and find a seat quickly ^[7].

Bus Safety Rules

Everything in bus behavior helps keep everyone safe during the trip. Students must:

• Talk quietly so the driver can focus ^[8]
• Stay in their seat facing forward until the bus stops completely ^[8]
• Keep the aisle free of feet and belongings ^[8]
• Keep hands, arms, and objects inside the bus ^[8]
• Listen to what the driver says ^[7]

The driver needs to watch the road, which makes quiet and orderly behavior vital for a safe trip. Kids should know that these rules protect them and create a peaceful ride for everyone ^[8].

Classroom Behavior Social Story

Proper classroom behavior creates an environment where everyone can learn and grow. Students who follow classroom rules help create a positive learning space for themselves and their peers.

Raising Hand

Students who raise their hands in class help maintain order and give everyone a chance to speak ^[9]. They learn to put one hand up while keeping the other hand over their mouth until called upon. In fact, this simple action shows respect for both teachers and classmates by preventing multiple people from talking at once.

Following Teacher Instructions

Careful listening to teacher directions are the foundations of classroom success ^[10]. Students should:

• Check for visual cues on the board
• Repeat instructions silently to themselves
• Follow directions right away
• Ask questions about unclear steps

Students who become skilled at following directions show their understanding of classroom expectations ^[11]. This skill goes beyond school and teaches patience and proper social conversation skills.

Working Quietly

A quiet work environment lets students focus on their tasks while respecting others' need to concentrate ^[12]. We learned to match voice levels with different situations. Some activities might need whispered discussions, while others call for complete silence. Students who keep appropriate noise levels create a calm classroom atmosphere that supports learning ^[11].

Lunchtime Social Story

Lunchtime is a vital social learning chance where students learn life skills together.

Standing in Line

Students walk quietly and form a single-file line against the wall by the tray return ^[13]. We organized this approach to keep everyone safe and avoid disturbing other classes. Sarah's class shows how students learn patience as they wait their turn to get food.

Choosing Food

Students pick their lunch items and get help from the kitchen team ^[14] at the serving area. They discover how to pick healthy foods that give them energy for afternoon classes ^[13]. Marcus and his friends now understand why picking nutritious options from the menu matters.

Table Manners

Good table manners create a pleasant meal for everyone. Students learn to:

• Stay seated while eating
• Chew with mouth closed
• Use napkins to keep hands and face clean
• Say "please" and "thank you"
• Respect others' food and trays ^[4]

Clean Up

Students take charge of their dining area after eating. The cleanup process matches their classroom habits to keep spaces tidy. They use both hands to carry trays to the disposal area ^[3]. Tommy shows his classmates the right way to throw away trash and return trays to their spots ^[13].

Playground Rules Social Story

The playground gives children exciting opportunities to develop physical skills and make social connections. At the time we understand playground rules, everyone will stay safe while having fun.

Taking Turns

Children learn patience and fairness as they take turns on playground equipment ^[15]. They quickly understand that waiting in line for slides and swings helps everyone enjoy playtime. Alex shows this perfectly - he waits until Jamie finishes their turn and asks politely, "May I have a turn now?"

Sharing Equipment

Without doubt, children build cooperation and friendship by sharing playground equipment ^[16]. They practice giving others equal chances to play on monkey bars and slides. They learn to move on after finishing so others can enjoy the equipment too. Maria sets a great example by inviting others to join her game, and this creates more enjoyable experiences for everyone.

Playing Safely

Safety comes first on the playground ^[15]. Children must:

• Keep appropriate distance from swings in motion
• Climb carefully on ladders instead of slides
• Use equipment as intended
• Keep hands to themselves

Children learn to check the bottom of the slide before sliding down ^[15]. Tommy demonstrates this well - he makes sure the path is clear before taking his turn. Safe play prevents accidents and creates a positive environment that everyone can enjoy.

Personal Space Social Story

_{Image Source: TPT}

Personal space helps children build positive relationships and set proper boundaries in social situations. People often describe personal space as an invisible bubble that changes based on each person and situation ^[17].

Appropriate Distance

Children learn that personal space means keeping a comfortable distance that puts others at ease ^[18]. They might stand an arm's length from friends during talks or leave extra room when meeting someone new. Different situations need different distances - standing closer to friends works fine, but keeping more distance from strangers is vital ^[19].

Respecting Others' Space

Beyond physical boundaries, personal space includes understanding social cues and people's priorities ^[20]. Children learn that some people need larger personal bubbles, especially when they feel tired or stressed. Body language and facial expressions help them know if someone needs more room ^[19].

When to Step Back

Children keep their social interactions positive by knowing when they should step back. Someone who moves away during a conversation needs more space ^[18]. Crowded places like hallways or cafeterias teach children to:

• Find less crowded spots if others look uncomfortable
• Ask permission before entering someone's personal space
• Leave extra room for people who seem anxious or upset

These boundaries create better social interactions. People feel more comfortable and ready to participate when others respect their personal space ^[18].

Hand Washing Social Story

Clean hands play a vital role in preventing germs from spreading and keeping us healthy ^[21]. Children learn proper hand washing through social stories that help them understand why it matters and how to do it correctly.

When to Wash Hands

Kids need to wash their hands in many everyday situations ^[22]. They should clean their hands after playing with toys, going outside, visiting stores, or spending time with friends. The bathroom, sneezing, and coughing are other important times that require hand washing ^[5]. These activities expose their hands to germs that need cleaning.

Proper Steps

We follow these steps for proper hand washing:

• Turn on warm water and wet hands
• Apply soap really well
• Rub soap across hands, wrists, and between fingers
• Rinse hands completely
• Dry with a clean towel ^[22]

Duration

Hand washing needs enough time to remove germs the right way. Kids learn to wash for 20 seconds by using songs they know ^[21]. Singing "Happy Birthday" twice helps them clean their hands properly ^[5]. This makes hand washing fun and helps kids take their time without feeling rushed.

Kids feel proud of their clean hands once they finish these steps and can start their next activity ^[22]. This sense of accomplishment helps build good hygiene habits that stay with them forever.

Making Friends Social Story

Social stories help children learn complex friendship skills through well-laid-out examples and clear guidance. Children need to understand social cues and practice appropriate interactions to build meaningful friendships.

Introducing Yourself

Children relate better to social story examples that include full color photos and diverse representation ^[23]. Meeting new people requires specific self-introduction scripts. A child learns to say "Hi, I'm Sarah" and wait for the other person's response before continuing the conversation ^[23]. Success in introductions comes from written scripts that provide exact language ^[24].

Starting Conversations

Children learn to approach others and position their bodies correctly as they start conversations ^[25]. The basic steps include getting another person's attention and waiting for the right moment. They should avoid interrupting ongoing conversations and choose topics that matter.

Being Kind

Kindness serves as the life-blood of lasting friendships ^[26]. Positive connections grow from helping others and sharing nice moments. Children find that kind actions benefit everyone involved. A simple smile or helping hand builds self-confidence and shows competence ^[26]. Social stories teach children how being kind makes others feel valued and creates stronger bonds ^[26].

Simple acts create friendships naturally. Maria helps a classmate pick up dropped books. James welcomes a new student to his lunch table. These real-life examples show the path to friendship ^[26]. Social stories explain why helping matters and share views about how kindness touches everyone involved ^[26].

Sharing Toys Social Story

Children build significant social skills and create positive play experiences when they learn to share toys. Kids who grasp the concept of sharing tend to build stronger friendships and solve problems better.

Why We Share

Sharing toys helps kids make new friends and keep good relationships going. Many children have trouble understanding why they should share what belongs to them. Sharing opens up chances to play together and helps kids develop empathy. Sarah and Tom can build a bigger castle together when she shares her blocks with him.

Taking Turns

Kids need patience and understanding to take turns with toys. We learned that sharing doesn't mean giving away toys forever. Here's what works:

• Use a timer to track turn duration
• Say "Your turn" when switching
• Thank friends for sharing
• Ask politely for the next turn

What to Do When Someone Won't Share

Kids need strategies to handle situations where others don't want to share. They learn to deal with rejection by finding other activities or asking adults to help. A child can try these steps when friends don't share:

1. Use words to express their feelings
2. Suggest playing together with the toy
3. Find another friend to play with
4. Choose a different activity

Kids find that sharing guides them toward more fun playtime, whatever the situation might be. Regular practice and positive feedback help make sharing a natural part of their social interactions.

Indoor Voice Social Story

Voice control creates comfortable environments for everyone. An indoor voice lets people nearby hear you without disturbing others ^[6].

Library Voice

Libraries need the quietest indoor voice level. You must use a whisper that reaches only the person next to you ^[27]. Emma demonstrates this when she asks the librarian for help finding a book. She whispers her question and other readers stay focused on their work.

Classroom Voice

A classroom voice balances audibility and concentration. Students adjust their volume based on activities. They use normal speaking tones during group work and lower their voices during independent study ^[28]. Marcus shows this balance well - he speaks up to answer questions but whispers to his partner during paired reading time.

Outside Voice

Outdoor settings welcome louder expression ^[28]. Kids can show their excitement and joy with increased volume during recess or playground time. Sarah's voice carries across the field as she calls to her friends during soccer practice. These outdoor voices match active play and sports activities perfectly.

Loud indoor voices distract others and often upset adults ^[6]. Children's social awareness and communication skills grow as they learn these voice levels. The right voice in each setting creates better experiences for everyone involved.

Waiting in Line Social Story

_{Image Source: Etsy}

Waiting in line teaches children about time and space boundaries. This essential skill helps them handle daily situations with confidence and respect for others.

Being Patient

Children develop patience when they understand that waiting brings desired results. Each day presents multiple waiting situations, from lunch lines to bathroom queues. Timers make wait times more concrete and manageable ^[29]. Children quickly grasp that lines move forward and everyone gets their turn at the front ^[30].

Personal Space

Line formations require children to keep an arm's length distance from others ^[31]. They must keep their hands at their sides while standing in line ^[32]. Visual boundaries often help teach proper spacing - teachers mark spots on the floor or demonstrate arm-distance gaps between people ^[33].

Appropriate Activities While Waiting

Quiet activities help time pass productively. Children can:

• Count people in line ahead of them
• Look for different colors in their surroundings
• Play simple finger games
• Use appropriate fidget tools ^[29]

These activities keep children focused without disturbing others ^[32]. Teachers reward children who show patience and proper line behavior, which strengthens these positive habits ^[32]. Regular practice of these skills builds better self-regulation and social awareness in group settings ^[33].

Using Kind Words Social Story

_{Image Source: YouTube}

Kind words create positive interactions and help build lasting relationships. Children learn that their word choices affect how others feel and respond during their daily activities.

Please and Thank You

We used polite words like "please" and "thank you" to show respect and care for others. James's classmate feels valued and responds well when James asks, "May I please have the blue crayon?" These simple phrases create opportunities for cooperation and friendship.

Avoiding Mean Words

Children find that mean words hurt feelings and damage relationships. They learn better ways to express themselves:

• "I need space" rather than "Go away"
• "I disagree" instead of "You're wrong"
• "May I try?" versus "Give it to me"

Apologizing

Everyone makes mistakes, and a sincere apology helps fix relationships. A good apology has three parts: owning up to the mistake, showing real remorse, and making things right. To cite an instance, Sarah says, "I'm sorry for bumping into you. I'll walk more carefully next time" when she accidentally bumps into Mike. This approach shows responsibility and care for other people's feelings.

Children who become skilled at using kind words end up with more friends and have fewer conflicts. Using appropriate language becomes natural through regular practice and positive feedback, and this encourages a supportive and respectful environment for everyone.

Following Directions Social Story

_{Image Source: TPT}

Daily success relies on becoming skilled at following directions. Children build confidence in understanding and carrying out instructions through well-laid-out guidance.

Listening Skills

We focused on checking visual cues and repeating instructions silently as part of effective listening ^[34]. Children learn to face the speaker and maintain eye contact to show they are involved ^[35]. Missing important details can create confusion or mistakes. To name just one example, students who watch attentively learn both verbal and visual instructions when a teacher writes math problems on the board.

Step-by-Step Instructions

Breaking down complex tasks into manageable steps helps children process information better ^[10]. Students should follow these steps:

• Listen carefully to each instruction
• Think through the steps before starting
• Complete one task before moving to the next
• Check their work against the original instructions

Asking for Help

Asking for assistance shows understanding rather than weakness ^[36]. Students learn the right times to ask for help, especially when instructions seem unclear or tasks feel overwhelming. Jack learned to raise his hand and ask questions when he felt confused about passing the football. His example shows how asking questions helps students learn better ^[37]. Regular practice makes following directions a natural part of daily routines that encourages independence and success in settings of all types.

Quiet Time Social Story

Quiet time gives children a meaningful way to recharge physically, mentally, and emotionally ^[38]. Students learn self-regulation skills and grow to value peaceful moments through these structured breaks.

Finding a Quiet Space

Children need a designated area with minimal distractions to make quiet time work ^[38]. The classroom's lighting plays a crucial role - half-dimmed lights create a calming atmosphere while staying bright enough for reading or drawing ^[39]. Students like Sarah naturally gravitate toward comfortable spots like the reading corner, where they find places that help them relax and refocus.

Calming Activities

Students can choose activities that promote relaxation and independent learning:

• Reading books or magazines
• Drawing or coloring
• Working on puzzles
• Practicing deep breathing exercises
• Using calming fidget tools ^[38]

Duration

A typical quiet time lasts 10 to 15 minutes - enough time to rest without disrupting daily schedules ^[38]. Teachers build this routine step by step and start with 5-minute sessions before moving to longer periods ^[38]. Students learn to value these peaceful breaks as the year progresses ^[38]. Take Alex, for example - he spends this time reading his favorite book, showing how children develop their own priorities for this restorative period.

Quiet time becomes a natural part of the day that teachers often describe as an oasis of peace in busy schedules ^[38]. Students develop valuable self-regulation skills through regular practice while getting ready for afternoon activities.

Taking Turns Social Story

_{Image Source: YouTube}

Turn-taking is the life-blood of positive social interactions that helps children build significant skills they need to succeed in school and life. Children become skilled at turn-taking in situations of all types through well-laid-out guidance and regular practice.

Waiting Patiently

We learned that waiting guides children toward positive outcomes ^[40]. Children find ways to handle waiting times better when they have visual supports. To name just one example, Emma uses deep breathing or counts to ten while waiting for her turn on the swing. These self-control methods keep children calm as they wait.

Sharing Time Equally

Fair turn-taking depends on good time management. Children use timers or visual signs to make sure everyone gets the same chance ^[41]. This idea goes beyond just sharing time - it teaches fairness and respect for others. Marcus sets a timer for three minutes per person during block play, and this helps children understand fair participation.

Turn Signal Words

Clear communication happens with signal words during turn-taking activities. Children learn useful phrases like "May I have a turn?" and "Your turn now" ^[42]. These verbal signals become a natural part of how children interact after regular practice. Sarah shows both language ability and social awareness when she tells Jake "It's your turn now" after finishing with the classroom tablet.

Daily routines with these elements help children build stronger friendships and better understand how to play together ^[43]. Tom learned to wait patiently for his favorite toy car and found that taking turns makes playtime more fun for everyone.

Asking for Help Social Story

_{Image Source: Autism Parenting Magazine}

Asking for help is a key skill that strengthens children and helps them build confidence. Kids need to know when and how to ask for help to learn better.

When to Ask

Kids must recognize when they need help. They should try to solve problems on their own first, and if they get stuck, that's the right time to ask ^[7]. Sarah's example shows this well - when she tries a math problem several times but can't solve it, she knows it's time to ask for help.

How to Ask

We learned that good help-seeking follows clear steps. Kids should follow these steps when they need help:

• Look to see if the person isn't busy
• Say "excuse me" politely
• Ask if they can help right now
• Tell them exactly what you need help with
• Say thank you after they help ^[7]

Who to Ask

The right person to ask depends on where you are and what you need. Teachers help in class, while parents can help at home ^[7]. Michael asks his art teacher about using brushes correctly, and Emma gets her mother's help with homework. This shows how kids learn to find the right person for different kinds of help.

Kids learn that asking for help shows strength, not weakness, as they go about their day ^[7]. Take David's case - he learned to ask for help with tricky puzzle pieces. This helped him feel more confident about speaking up while being mindful of other people's time.

Cleaning Up Social Story

_{Image Source: Autism Adventures}

A well-organized environment with proper cleanup routines helps children become responsible and independent. Kids who become skilled at cleanup show better focus and join activities more actively.

Put Away Time

Clear signals for cleanup time let children move smoothly between activities ^[44]. Teachers can play a cleanup song or use a visual timer that shows when activities should end. Children like Michael learn these important transition cues and start gathering their art supplies when they hear the cleanup bell.

Organizing Materials

The day runs smoother with these specific steps:

• Store similar items in labeled containers
• Use clear visual markers for storage locations
• Keep commonly used items within reach
• Empty trash containers daily ^[45]

Children quickly learn to match items with their proper spots. Emma's example shows this well - she puts her crayons in the art supply bin that has both words and pictures ^[46].

Working Together

Cleanup as a group builds community spirit and teaches shared responsibility ^[47]. Some students feel overwhelmed by cleanup tasks at first. The quickest way to help is breaking down the process into smaller jobs. Jordan and Sarah show how teamwork makes cleanup fun - he collects paper scraps while she tidies the reading corner.

Clear labels and consistent organization lead to successful cleanup routines ^[46]. Teachers know their students need ongoing support and encouragement. Regular practice and positive feedback help children take pride in their space and support others ^[44].

Walking in Line Social Story

_{Image Source: YouTube}

Students need structure and organization to move through school hallways. Orderly lines help them transition between activities and respect others' learning environments.

Line Formation

We learned that students can form single-file lines quickly and quietly when teachers direct them ^[48]. They stand one behind another at the classroom door, like cars in a train. Take Ms. Thompson's class - her students find their spots without pushing or running when it's time for lunch.

Keeping Space

Safe and comfortable lines need proper distance between students. Kids learn to keep their hands at their sides while standing arm's length apart ^[49]. Sarah knows to leave space between herself and Marcus, and students find that this spacing prevents them from bumping into each other or stepping on someone's feet.

Quiet Walking

Students show respect for ongoing learning by walking quietly through hallways. They become skilled at these behaviors:

• Using walking feet instead of running
• Keeping hands by their sides
• Maintaining silence or whisper voices
• Following teacher directions promptly ^[50]

David takes deep breaths to stay calm while walking past the library. Students learn that their quiet movement lets others continue working without disruption ^[51]. Kids develop habits that make hallway transitions smooth and peaceful through consistent practice and positive reinforcement.

Circle Time Social Story

_{Image Source: Autism Parenting Magazine}

Circle time brings students together to learn and build community bonds. Students gather each morning to talk about daily activities, share stories and take part in group activities ^[52].

Sitting Still

Students need specific strategies to keep their bodies calm during circle time. They learn to sit cross-legged on their spots with hands in their laps ^[53]. Teachers use weighted items on laps or shoulders that give a calming feeling like a gentle hug ^[53]. Carpet squares and bean bag chairs create personal spaces and stop overcrowding ^[8].

Listening to Others

Students practice active listening by using their "looking eyes" and "listening ears" during circle discussions ^[52]. They focus on the teacher while others speak and show respect through their attention. Picture cards help reinforce these expectations ^[54]. Students know it's time to switch to listening mode when teachers dim the lights or use specific signals.

Participation

Circle time creates structured social interactions through activities of all types ^[54]. Students must raise their hands and wait for their teacher's signal before speaking ^[52]. Songs, stories, and group discussions help develop significant social-emotional skills ^[54]. Students like Emma share their weekend adventures during morning meetings and learn to express themselves while giving others a chance to speak.

FAQs

Q1. What are social stories and how do they help children? Social stories are short narratives that explain social situations and appropriate behaviors. They help children, especially those with autism or ADHD, understand social cues, expectations, and how to respond in various scenarios.

Q2. How can I create an effective social story? To create an effective social story, focus on one specific situation or skill, use simple and positive language, write from the child's perspective, and include clear descriptions of the desired behavior. Visual aids can also be helpful in reinforcing the message.

Q3. What are some common topics for social stories? Common topics for social stories include morning routines, classroom behavior, playground rules, personal space, hand washing, making friends, and following directions. These stories help children navigate daily situations and social interactions.

Q4. How long should a social story be? Social stories should be concise and focused. The length can vary depending on the child's age and attention span, but generally, they should be short enough to maintain the child's interest while providing enough information to convey the message effectively.

Q5. Can social stories be customized for individual children? Yes, social stories can and should be customized to meet the specific needs of individual children. By incorporating the child's name, interests, and specific challenges, the story becomes more relevant and engaging, increasing its effectiveness in teaching social skills.

References

[1] - https://carolgraysocialstories.com/social-stories/what-is-it/
[2] - https://therapyworks.com/blog/language-development/home-tips/using-social-stories-improve-childs-development/
[3] - https://lessonpix.com/materials/18839617/Eating_in_School_Social_Story
[4] - https://www.thewatsoninstitute.org/resource/mealtime-manners/
[5] - https://paautism.org/wp-content/uploads/2020/03/SS-HandWashing.pdf
[6] - https://happylearners.info/social-stories/indoor-voice.html
[7] - https://www.thewatsoninstitute.org/resource/i-can-ask-for-help/
[8] - https://www.nspt4kids.com/parenting/10-tips-to-get-your-students-to-sit-quietly-in-class-circle-time
[9] - https://www.sandiegocenterforspeechtherapy.com/wp-content/uploads/2015/12/Social-Story-Raising-Your-Hand.pdf
[10] - https://www.thewatsoninstitute.org/resource/i-can-follow-directions/
[11] - https://www.autismadventures.com/raising-my-hand-behavior-basics/
[12] - https://teachingexceptionalkinders.com/product/social-story-i-can-use-a-quiet-voice
[13] - https://prezi.com/f4kgaxblropf/lunch-in-the-cafeteria-social-story/
[14] - https://classful.com/product/social-story-lunchtime-at-school/
[15] - https://www.rwjbh.org/documents/csh/kohls/Make-Friends-with-Autism-Social-Story-Playground.pdf
[16] - https://autismlittlelearners.com/recess-social-story/
[17] - https://www.twinkl.co.uk/resource/t-s-3618-personal-space-social-stories
[18] - https://lessonpix.com/materials/1416725/Personal_Space_Social_Story
[19] - https://www.autismparentingmagazine.com/personal-space-social-story/
[20] - https://www.nookly.com/blog/personal-space-story
[21] - https://paautism.org/resource/hand-washing-social-story/
[22] - https://autism.org/wp-content/uploads/2020/04/Hand-Washing.pdf
[23] - https://www.andnextcomesl.com/p/introducing-myself-social-story.html
[24] - https://shop.andnextcomesl.com/products/introducing-myself-social-story
[25] - https://shop.andnextcomesl.com/products/starting-a-conversation-social-story
[26] - https://autismclassroomresources.com/kindness-rules-freebie/
[27] - https://www.pathfindersforautism.org/docs/social stories/library social story.pdf
[28] - https://lessonpix.com/materials/3441625/My_Inside_Outside_Voice
[29] - https://theinspiredtreehouse.com/teaching-children-patience-10-ways-to-support-kids-during-wait-times/
[30] - https://vkc.vumc.org/assets/files/triad/tips/Social_Narrative_Waiting_in_Line.pdf
[31] - https://www.teachstarter.com/us/teaching-resource/social-stories-personal-space-us/
[32] - https://lessonpix.com/materials/11072946/Waiting_in_Line
[33] - https://mydayinkinder.com/personal-space-social-story-printable/
[34] - https://www.twinkl.com/resource/au-t-l-156-good-sitting-and-listening-social-stories
[35] - https://www.mywellnesshub.in/home-therapy-resources/products/social-story-good-listener
[36] - https://www.onegiggleclassroom.com/product/asking-for-help-social-story/
[37] - https://send.eani.org.uk/sites/default/files/2024-02/Good Listening Social Story P1-P4.pdf
[38] - https://www.responsiveclassroom.org/what-is-quiet-time/
[39] - https://mrspspecialties.com/quiet-time-in-the-special-ed-classroom/
[40] - https://store.special-learning.com/product/waiting-my-turn-social-story-curriculum
[41] - https://www.autismadventures.com/taking-turns-behavior-basics/
[42] - https://www.youtube.com/watch?v=VESk4cEVzhw
[43] - https://www.twinkl.com/resource/au-l-081-social-story-turn-taking
[44] - https://www.tes.com/en-us/teaching-resource/social-story-cleaning-up-the-classroom-cleaning-up-special-education-lesson-13118539
[45] - https://www.thewatsoninstitute.org/resource/social-skills-organization/
[46] - https://autismclassroomresources.com/organizing-classroom-materials/
[47] - https://study.com/academy/lesson/clean-up-time-social-stories.html
[48] - https://www.autismadventures.com/how-to-line-up-behavior-basics/
[49] - https://www.socialstories4kids.com/book-store/books/walking-in-a-line-at-school/
[50] - https://lessonpix.com/materials/7857676/Walking_in_Line
[51] - https://www.drake.edu/media/collegesschools/cphs/documents/Walking in a Line_Social Story.pdf
[52] - https://challengingbehavior.org/docs/What-We-Do-in-Circle_Story.pdf
[53] - https://www.missmancy.com/blog/sitting-still-at-circle-time/
[54] - https://www.eccpct.com/Resources/Classrooms/Tips-for-Tots/Encourage-Social-Development-Through-Circle-Time/