These 48 lessons on a CD-ROM are designed around evidence-based practice to help your students develop social skills in situations that can be challenging.
- Understand what is expected in social situations and respond appropriately
The lessons are divided into four books, and each book focuses on a different theme:
- We Control Our Classroom Behaviors
- We Communicate Well with Others
- We Get Along with Friends
- We Understand Safety and Routines
Each lesson begins with an eight-page, picture-supported story that provides a clear, concrete explanation of a situation (e.g., walking in line) or definition of a specific term (e.g., tone of voice) and presents alternatives to inappropriate behaviors. Each lesson in this Future Book includes the following tools to reinforce your students' learning:
- yes/no and wh- questions
- matching activity
- Generalization activity
- story sequence page (with some lessons)
You also get picture index pages for customizing the stories and activities, four data collection forms, and four tracking forms.
The 600 pages of stories and activities may be printed in color and black and white.
Copyright © 2009
- Children with autism are able to utilize visual information in a more effective manner than information that uses auditory presentation or is transient (Gray & Garand, 1993; Janzen, 2003; Krantz, MacDuff, & McClannahan, 1993).
- The stories in We Beehave! Stories & Activities for Social Skills Development illustrate specific behaviors and situations that can be difficult for children with autism. These stories provide a clear, concrete explanation of a situation (e.g., joining a conversation) or a definition of a specific term (e.g., opinions) and present alternatives to inappropriate behaviors. This strategy has been used effectively to address deficits in social skills in children with autism (Crozier & Tincani, 2005; Scattone, Wilczynski, Edwards, & Rabian, 2002; Schneider & Goldstein, in press; Thiemann & Goldstein, 2001). These stories explain a behavior or a situation that may be challenging, ambiguous, or confusing for the child.
We Beehave! Stories & Activities for Social Skills Development incorporates the above principles and is also based on expert professional practice.
Crozier, S., & Tincani, M.J. (2005). Using a modified Social Story to decrease disruptive behavior of a child with autism. Focus on Autism and Other Developmental Disabilities, 20(3), 150-157.
Gray, C.A., & Garand, J.D. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
Janzen, J.E. (2003). Understanding the nature of autism: A guide to the autism spectrum disorders. San Antonio, TX: PsychCorp.
Krantz, P.J., MacDuff, M.T., & McClannahan, L.E. (1993). Programming participation in family activities for children with autism: Parents' use of photographic activity schedules. Journal of Applied Behavior Analysis, 26(1), 137-138.
Scattone, D., Wilczynski, S.M., Edwards, R.P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using Social Stories. Journal of Autism and Developmental Disorders, 32(6), 535-543.
Schneider, N., & Goldstein, H. (in press). Social Stories improve the on-task behavior of children with language impairment. Journal of Early Intervention.
Thiemann, K.S., & Goldstein, H. (2001). Social Stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34(4), 425-446.