LinguiSystems home
We Beehave! Stories & Activities for Social Skills Development Future Books®
Ages: 5-10   Grades: K-5

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.

 

Outcomes

  • Understand what is expected in social situations and respond appropriately
Item
#37004
$79.95
Add to Cart
** This is a Cloud E-Book that is accessible from any device with Internet access. .

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
  • mini-book
  • 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

Components
PDF CD-ROM, 48 12- to 13-page lessons in color and black and white
  • 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.

References

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.

Author(s)

Naomi Schneider, Cerenity Incze

Biography

Naomi Schneider, Ph.D., CCC-SLP, is a post-doctoral researcher in the Department of Human Development and Family Science at Ohio State University.  She received her master's and doctoral degrees in Communication Disorders from Florida State University.  Her research interests include using visual support systems, facilitating social communication development, and remediating challenging behaviors of elementary school children with developmental disabilities.

Cerenity Incze, M.S., CCC-SLP, received her bachelor's degree in Speech and Hearing Sciences from the University of New Mexico and completed her master's degree in Communication Disorders at Florida State University.  She is currently working in early intervention and providing therapy services to preschool and elementary students in the New Mexico public schools.

Introduction

Research indicates that children with autism often interpret information differently from their peers who are typically developing.  In our work in schools, we have found that children with autism may exhibit inappropriate behaviors because they:

  • do not understand what is expected of them
  • have difficulty interpreting verbal information
  • become overwhelmed by a situation and are unable to express their feelings in an appropriate way

Written expectations or directions supported by pictures that explain a particular sequence of events produce significant, positive changes in these children's behaviors.  The pictures, in addition to the text, give the child a concrete example he can refer to until he has learned the expected behavior.

For example, we worked with one six-year-old child with autism in a full-inclusion setting.  This child became upset whenever someone gave him a compliment.  He didn't enjoy people drawing attention to him or his actions.  He didn't understand that receiving a compliment was positive, and he was unaware of how to respond in a socially-appropriate manner.  We wrote a story that defined the word compliment, explained why the child's teacher was complimenting his work, and provided an example of how the child could respond.  Reading and discussing the story alleviated the child's frustration as he learned to simply say "Thank you" whenever he received a compliment.  We wrote We Beehave! We Communicate Well with Others to provide stories that address specific social behaviors and offer activities designed to extend instruction.  Select only the lessons a child needs and present them in any order.  Follow these intervention steps:

  • Identify the target behavior—This may be a pro blem behavior the child displays (repeating a question) or a concept that is new to the child (tone of voice).
  • Collect baseline data—Use the Data Collection Form to determine the frequency and specific events that may trigger the behavior.
  • Select the appropriate lesson—Review the story and the activities to ensure they fit the child and the target behavior.  Make any necessary modifications.
  • Present the story and/or activities—Do this prior to the child's involvement in an event or a situation that triggers the behavior. Keep in mind that the child may not make an immediate change.  Some children will modify their behavior after one or two sessions (or readings), while other children will require several readings to be successful.
  • Document treatment—Use the Tracking Form to record the number of times a child reads the story and how well he responds to the activities.
  • Collect treatment data—Use the Data Collection Form to monitor the child to see whether his behavior has changed from baseline.
  • Remove the intervention—When the child's behavior has reached a satisfactory level or a level comparable to his peers, remove the intervention.
  • Collect maintenance data—If necessary, replace the story reading with an associated activity or cue, such as a sequence strip or question cue.

The lessons are appropriate for a variety of settings (classroom, therapy room, or home) and may also be used by teachers, paraprofessionals, parents, and caregivers.  If the child is able, he may read the story himself or a peer may read the story to him.    If the target behaviors include social skills or peer interaction, it may be more appropriate for a peer or group of peers to read the story together or listen to the story as a group.  This strategy removes the focus of the intervention away from the child with a disability as well as informs the peers what is expected in the situation.

The lessons in We Beehave! 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 Get Along with Friends

Each book presents 12 lessons that contain the following components:

  • Story
  • Question Cards (yes/no and wh-)  
  • Matching Activity
  • Generalization Page
  • Sequence Page (not included in all lessons)  
  • Mini-Book

Story
We modeled the stories after Carol Gray's Social Stories™, using simple language and short sentences supported by pictures to help the child understand the text.  Each story describes a situation or behavior the child may have difficulty understanding.  The story explains the situation (who is involved, where it takes place, etc.) and how the child is expected to respond.

Although the stories are designed for elementary level students and can be used as presented, you may modify them to fit an individual child or situation.  You can shorten or simplify the story or the sentence lengths to fit the developmental level of the child.  Personalize a story by writing the child's name and the name of his teacher and attaching real photos to the template.  You may further customize a story using pictures from the Picture Index or real photos of the child, the classroom, a favorite game, etc.  In addition, you may want to change specific words in the story to match vocabulary that is familiar to the child.  Some of the stories contain blank lines for you to fill in with specific behaviors, names, or locations.

We have consistently referred to the child as "I" in the stories; however, you may insert the child's name or a picture of the child if he is having difficulty with this concept.  Additionally, we have found that some children may not like reading stories about themselves or having a story read to them multiple times.  If this is the case, you can alter the format of the story by using a foam board, playing a sequencing game, or asking the questions.  We have had more success using a functional alternate activity rather than creating additional problem behaviors by forcing the child to read the story.

Question Cards (yes/no and wh-)
There are two yes/no questions and two wh- questions for each story that you can use in a variety of ways.  Specific activity ideas are included on each question page.  As the child progresses, you may find that asking the questions instead of reading the story is sufficient to prompt the child on the desired behavior.

Matching Activity
The purpose of this exercise is to match sentences from the story (target behaviors) to their corresponding pictures from the story.  This task enables the child to pair the written information with the picture and can be used as a reminder of the target behavior.  Occasionally, two pictures may match the meaning of a sentence; however, the corresponding picture from the story is the targeted choice.

Generalization Page
This exercise addresses target behaviors from the story using pictures that are different from the ones in the story.  This exposure will help the child generalize the target behavior to other contexts.

Sequence Page
Some behaviors need to be completed in a certain order, such as joining a conversation.  In this case, the teacher asks a question, the child raises his hand and waits for his teacher to call on him, and then he may answer the question.  For each of these behaviors, we've provided a story strip that contains pictures and shortened text that you can use in a variety of ways.  Specific activity ideas are included on each sequence page.  Our goal here is to provide a non-intrusive tool the child can use, if needed, without leaving the activity to read the story.

Mini-Book
This is a pocket-sized version of the story that the child can carry around with him during the day to refer to, if needed.

Name Page
Use this template if the child needs an anchor or reference at the beginning of a story (My name is _____.  My teacher's name is _____.).  Attach pictures from the Picture Index or real photos of the child and teacher.

Picture Index
The Picture Index is a library of illustrations you can use to customize any of the stories or activities.  Photocopy, cut out, and paste pictures to the story or activity pages, or use photos of the child, the classroom, etc.

User Progress Tracking
Use the Data Collection Form to track a student's behaviors before, during, and after intervention.  Since there may be a number of target behaviors included in each story, determine which behaviors you want to assess and write them in the appropriate boxes on the Behavior Analysis chart and the Tally of Target Behaviors chart.  Then observe the child for five minutes during the activity and assess his target behavior every 15 seconds.  Record any off-task behavior and document when and how often the child displays the behavior.  Track teacher prompts (e.g., verbally redirecting child, physically guiding child, pointing to child's work) and reinforcements (e.g., giving child a positive comment about his behavior, smiling at child, patting child's back) in the same manner.

After five minutes, tally the number of marks you've made and write the numbers next to the corresponding items (observed behavior, teacher prompt, or teacher reinforcement) on the Tally of Target Behaviors chart and the Tally of Teacher Prompts and Reinforcements chart.  Complete the Treatment Reliability Checklist for each session to evaluate the accuracy with which the intervention was administered.  Write any specific observations you note in the Anecdotal Notes box.

The Example Data Collection Form shows a completed form used to assess a child's ability to raise his hand and wait quietly for the teacher to call on him during seat work.

Use the Tracking Form to document the lessons a child has completed and how he responded to the stories and associated activities.

We have had success using the lessons in We Beehave! We Communicate Well with Others with a variety of students, including those with autism, language impairment, and other developmental disabilities.  The situations and behaviors we included in the lessons are ones with which our students have difficulty.  We hope that you will find the lessons useful when working with your students.

Naomi and Cerenity