Loveable Matt and Molly stories make social skills "stick" with familiar characters, predictable routines, and concrete behaviors. Students learn the right and wrong ways to act at school, at home, with relatives, with other children, and in the community.
- Improve social skills
- Process verbal information through matching sentences and pictures
- Answer yes/no and wh- questions
- Sequence and predict events in a story
This best-selling, five-book program teaches social behaviors and social language with a structured lesson format that reduces student anxiety and promotes learning. Fun, interactive lessons target skills in sequencing, predicting, question-answering, and processing verbal information.
There are five programs in the set: Community, Family, Friends, Home, and School. Each program includes eight stories (a total of 40 stories) with:
- four full-color, 8 1/2" x 11" pictures to tell each story (32 story sequence pictures for each program).
- four large-print sentence strips per story that students match to the correct illustrations (32 sentence strips for each program).
- question flash cards and wrong/right cards for students to learn ways to act in social situations.
Each lesson follows the same two-day routine and can be used with one student, a small group, or an entire class. Matt and Molly are the main characters of every story, so students begin to consider them good friends as they progress through each lesson.
Day one routine is:
- sing the Matt and Molly theme song
- introduce the story
- describe the picture cards and introduce the vocabulary/concepts
- predicting activity
- story review activity
- differentiate right and wrong behavior
- what's missing activity
- match printed sentences to the corresponding picture
- yes/no questions activity
- wh- and how questions activity
- preparing to act out the story activity
Day two routine is:
- sing the Matt and Molly theme song
- story review activity
- act out the story
- anticipate the next story activity
- homework sheet with pocket-size version of the story
The programs may be purchased as a 5-program set or individually. The 5-program set consists of:
Autism & PDD Picture Stories & Language Activities Social Skills in the Community
Learn appropriate behaviors for the doctor's office, barber, mall, grocery store, bank, movies, dentist, and a restaurant.
Autism & PDD Picture Stories & Language Activities Social Skills with Family
Use appropriate manners in situations like accepting gifts, eating unfamiliar foods, hugs from relatives, playing games, and more.
Autism & PDD Picture Stories & Language Activities Social Skills with Friends
Learn how to make socially acceptable greetings and responses and maintain friendships.
Autism & PDD Picture Stories & Language Activities Social Skills at Home
Improve social language and social behavior at home in the areas of hand-washing, bedtime routine, grooming, watching TV, playing with a pet, and more.
Autism & PDD Picture Stories & Language Activities Social Skills at School
Learn the right and wrong ways to act in school situations such as riding the bus, art activities, lining up, lunchroom routine, bathroom routine, and more. Download a free unit, Molly Goes to the Bathroom, here.
Copyright © 2008
I had a four-year-old boy in therapy who wanted nothing to do with the bathroom. I did the Matt and Molly bathroom story with him. Then I walked him to the bathroom, using the same verbal cues as those in the Matt and Molly story. The little guy used the bathroom just like Matt did in the story! Needless to say, his parents were ecstatic!
Patricia Snair Koski, Author
I used these stories with many of the children on my caseload. Initially most of them were unable to match up sentences to the correct picture even after the skill was demonstrated by the SLP. However, with repetition over 2-3 sessions, even my nonverbal students could accurately match them up. I made up separate sentence strips that said "Oh, no, that's wrong!" and "Yes, that's right!" Students also demonstrated the ability to match these up to the correct pictures after 2-3 days of repetition. My verbal students consistently would use the sentences when retelling the story even when the written prompt wasn't present.
My biggest success story came a few weeks after we had finished working on Matt's Nose is Dripping. One of my students wiped his nose on his sleeve, looked right at me and said, "Oh no, that's wrong!" Then he stood up and got himself a tissue.
Lorraine Lodge, SLP
Within one session using this tool, my student better understood how to interact appropriately using good language skills. In fact, he wanted to do more! He is now better able to communicate with the same aged peers in a variety of educational settings. I like the simple language and pictures which makes it easier for students to follow along, sequence the activity, and respond to the questions. Additionally, the homework pages are a great way for parents to carryover the taught skills at home.
Jennifer Wertz, SLP
- Stories about specific social situations help students with autism spectrum disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
- Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
- Students with ASD should receive instruction in functional, spontaneous communication; new skill acquisitions; generalization and maintenance in natural contexts; and functional academic skills when appropriate (NRC, 2001).
- Visual supports have been used successfully to increase social communication and generalization to new activities in students with ASD (ASHA, 2006).
Autism & PDD Picture Stories & Language Activities Social Skills incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines]. Retrieved August 17, 2009, from www.asha.org/policy
Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
National Research Council (NRC), Committee on Educational Interventions for Children with Autism. (2001). In C. Lord & J. McGee (Eds.), Educating children with autism. Washington, DC: National Academy Press.