Social Stories and Autism - שימוש בסיפורים חברתיים באוטיזם

שימוש בסיפורים חברתיים באוטיזם - למאמר בעברית

For many children, and especially autistic children, the world in general, and the social world in particular, can feel confusing and unclear.

Everyday situations that may seem self-evident to us often contain critical social information that is not stated explicitly.

This is where social stories come in: a meaningful educational and therapeutic tool designed to make the world more predictable, understandable, and safe.

What Is a Social Story?

The tool was developed in 1991 by Carol Gray, a teacher who recognized that her students were missing social cues and needed everyday situations to be made more accessible.

The goal is to understand the individual’s point of view, reduce anxiety, and provide advance knowledge about what to expect and what is socially accepted in a given situation.

A social story is not a set of operating instructions or a tool for controlling or changing behavior. It does not dictate emotions or demand compliance, but rather focuses on reflection and providing tools.

The story includes real photographs of the child and their environment and serves as a support tool for resolving moments of stuckness, reducing anxiety, and legitimizing difference.

In addition, it is used to provide the individual with advance knowledge about what to expect, what is considered acceptable, and what can be done in the situation.

Even in situations where control and decision making are not in the child’s hands.

The Central Message: The story is intended to make the world more predictable and understandable for the learner, with full respect for their subjective experience, and to offer coping strategies that allow for a calmer and more manageable experience.

שימוש בסיפורים חברתיים באוטיזם - למאמר בעברית

Social Stories and Autism Why Does It Work?

1. Visual accessibility: Words are heard and then disappear, but images remain and help support information processing.

2. Priming to reduce anxiety: Uncertainty creates anxiety, while the story creates structure and predictability.

3. Processing during calm moments: Learning takes place when the child is emotionally available, not during moments of crisis.

4. Validation: The child feels that their difficulty is seen and acknowledged.

Social Stories and Autism Examples

One common mistake is writing a story that tries to force or dictate emotions to the child.

Such a story may cause the child to disconnect from themselves in order to please their environment.

Below is an analysis of a problematic example compared to a respectful and accessible approach:

“Dana went to the dentist, and even though she was very afraid, she overcame it and did not cry.

Dana sat nicely on the chair.

It was not very pleasant for Dana, but it did not hurt.

In the end, Mom bought her a gift.”

How It Should Be Written	Possible Interpretation for the Student	Why Is This Problematic?	What Is Written in the Story?
“Sometimes we feel fear or want to cry. Our body reacts this way when something is unpleasant.”	Learns that crying or expressing pain is a failure	Emotional suppression	“She overcame it and did not cry”
“Sometimes the treatment can feel uncomfortable or painful. I can ask for a break if I need one.”	Invalidates sensory differences; undermines trust in the adult	Lack of credibility / Gaslighting	“It didn’t hurt”
“I try to sit still so the doctor can finish more quickly. I can hold a squeeze ball while sitting in the chair.”	Focus on external appearance instead of internal well-being	Demand for obedience / compliance	“She sat nicely”
“When the treatment is over, we will go home.”	Turns emotional difficulty into a manipulative transaction	Bribery and external reinforcement	“They bought her a gift”

Recommended Structural Principles

To be effective, a social story should combine several types of sentences:

• Descriptive sentences: Objective facts (who, what, where).

• Perspective sentences: What others may think or feel (without guessing the student’s thoughts).

• Directive sentences: Suggestions for possible actions (“I can try…”).

• Affirmative sentences: Reinforcing the central value (“It’s okay to rest when feeling overwhelmed”).

Let’s illustrate this using examples from a social story whose goal is to help a child understand the fact that Dad is going to reserve military service:

Descriptive sentences:

Perspective sentences:

Directive sentences: 

Affirmative sentences:

It is important to remember that social stories can be adapted both to significant life events and to everyday, simple situations.

They can be used at any developmental stage, according to the child’s age and abilities.

There is no single correct way to write a social story. The goal is to create a personal story that is tailored to your child, their world, and the specific need they are coping with.

שימוש בסיפורים חברתיים באוטיזם - למאמר בעברית

How Do We Know If the Story Is Good?

The success of a social story is not measured by how quiet the child or adolescent becomes, but by the extent to which their level of anxiety decreases.

When the world becomes more predictable, the need for expressions of distress, resistance, or avoidance naturally decreases.

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