Autism-pdd Nos

Search results for: “l”

  • A PARENT’S GUIDE TO SPECIAL EDUCATION AND RELATED SERVICES

    :
    Communicating through letter writing

        Q:What are the parent’s rights?REQUESTING SERVICES:
    A GUIDE TO LETTER WRITINGQ:What do I do to request services?Q:How long does it take to get ananswer to my letter? Q:To whom do I address my letter? Q:In general, what do I say in my letter?Q:What else do I need to say  in my letter? Sample Letter 1:
    This is a general letter format.Sample Letter 2:
    Request for an Initial Evaluation for Special Education ServicesSample Letter 3:
    Request for a Meeting to
    Review the IEPSample Letter 4:
    Request for a Change of PlacementSample Letter 5:
    Request for RecordsSample Letter 6:
    Request for an Independent Evaluation 
    at Public ExpenseSample Letter 7:
    Request for a Due Process HearingQ:
    What do I do when things breakdown?Sample Letter 8: Follow-up Letter Sample Letter 9:
    Positive Feedback  LetterTHE SPECIAL EDUCATIONPROCESS     		 This Parent’s Guide presents a general overview of how a child becomes eligible for special education and related services, parents’ rights and responsibilities, and a school’s rights and responsibilities. Because the focus of this issue is on communicating through letter writing,   we have identified points in the process when writing a letter is necessary or useful. 
    The term “parent” is used throughout this Parent’s Guide to include foster parents, legal  guardians, or any primary caregiver who is functioning as a parent. Throughout your child’s school years, there is always a need to communicate with school: teachers, administrators, and others concerned with your child’s education. There are also times when the school needs to communicate with you, as the parent. Some of this communication is informal, such as phone calls, comments in your child’s notebook, a chat
    at the bus stop or at a school function. Other forms of communication are more formal and will need to be written. Letters provide both you and the school staff with a record of concerns, and suggestions. Putting your thoughts on paper gives you the opportunity to take as long as you need to state your concerns specifically, to think over what you’ve written, to make changes, and perhaps to have someone else read over the letter and make suggestions. Letters also give people the opportunity to go over what’s been “said” several times. A lot of confusion and misunderstanding can be avoided by writing down thoughts and ideas. However, writing letters is a skill. Each letter will differ according to the situation, the person to whom you are writing, and the issues you are discussing. This Parent’s Guide  will help you in writing to professionals involved in your child’s education. Sample letters are shown for when you want to: 1. Discuss a problem. 
    2. Request an initial evaluation for special education services. 
    3. Request a meeting to review the IEP. 
    4. Request a change of placement. 
    5. Request records. 
    6. Request an independent evaluation 
    7. Request a due process hearing. 
    8. Write a Follow-up letter. 
    9. Give positive feedback. SOME BACKGROUND INFORMATION The Individuals with Disabilities Education Act, (IDEA), Public Law  (P.L.) 101- 476 
    (formerly known as the Education of the Handicapped Act, [EHA], P.L. 94 -142 and its amendments),  mandates minimum requirements for a free appropriate public education for children and youth with disabilities, including early intervention services, and defines these children’s rights. Each state, using this law as a guideline, develops specific policies for the special education and related services of children with disabilities in that state. Each local public school district follows these guidelines and will base its policies on the federal laws and regulations, as well as on the laws and policies developed by the state. 
    Q: How does this really work? 
    A: A flow chart is provided at the end of this Parent’s Guide to show how the process works, beginning with “I think my child may have a problem” and leading to the provision of special education and related services. The process of identifying that a child may be in need of special education and related services. Q: What are my rights as a parent? A: Your rights begin with your child’s right to a Free and Appropriate Public Education. 
    This is often referred to as FAPE. Free means that your child’s education is at public expense and at no cost to you. Appropriate means that the educational program for your child will be tailored to individual needs. Any change in the provision of FAPE to your child should be in writing. You, as a parent, have the right to be fully informed by the school of all rights that are guaranteed to you under the law. Each state, county, and school system has written policies and guidelines that are available to you. Ask your child’s school to send you copies. Your rights also include:1. The right to be notified, whenever the school wants to evaluate your child, either to identify a possible disability or to measure changes in your child’s needs; the school wants to change your child’s educational placement; or the school refuses your request for an evaluation or a change of placement. The school must notify you in writing for all of the above. 2. The right to request an evaluation of your child if you think your child may need special education and/or related services. It is best that you put this request in writing. 3. The right to informed consent. For example, if the school is suggesting that your child  be evaluated for a possible disability, then this means that you sign a form which says  you understand and agree with the proposed plan to evaluate your child. There are other occasions when a family’s written consent will be required. 4. The right to obtain an independent evaluation from professionals outside the school system. The results of these evaluations must be considered in any educational decisions    made for your child. You also have the right to request that the school system pay for an independent evaluation if you believe the school’s evaluation was not appropriate. 5. The right to request a re evaluation to determine if your child’s educational needs have changed. Depending on the results of this re-evaluation, a new Individualized Education Program (IEP) may be developed and a change in placement may be recommended. 6. The right to have your child tested in the language he or she knows best. For example,  if your child’s primary language is Spanish, and he or she is not fluent in English, then you have the right to request that your child be tested in Spanish. If your child is deaf, he or  she has the right to an interpreter during testing. 7. The right to review all your child’s records. You may also obtain copies of these records, although the school may charge you a reasonable fee for making copies. If you feel that any of the information contained in your child’s records is inaccurate or misleading or violates the privacy or other rights of your child, you may request that the information be changed.
    If the school refuses your request, you have the right to request a hearing to question the school’s refusal. 8. The right to participate in the development of your child’s IEP. The school must make every effort to notify you of the IEP meeting and to arrange it at a time and place that is convenient for everyone who will attend. 9. The right to the least restrictive educational environment for your child. Whenever possible, students should be educated in their neighborhood school with other children  their age. The specifics of how this will be accomplished is part of the IEP. 10. The right to a yearly review. The school must review your child’s IEP at least once a  year and must re-evaluate your child at least once every three years. But you, as parents,  can request an IEP review at any time you feel that your child’s needs have changed. 11. The right to a due process hearing. If the school and family cannot come to an agreement on the needs, placement, or program of a student, both parties have the right to request a  due process hearing to resolve their differences. Q: What are the parents’ responsibilities? A: The special education team includes education specialists, therapists, medical personnel, the parent(s) or person(s) who have custody of the child, and the child when appropriate. 
    As a full member of this team, the parent has responsibilities. These may not be as clearly defined as your rights, but they are just as important. Your most basic responsibility is to  be an active team member, to establish effective communication between home and school, and to share information about your child’s education and development with other members of the team. Your specific responsibilities include: 1. After finding that your child is eligible for special education and after an IEP has been written, but before placement is determined, try to visit the proposed will help you become familiar with the programs under consideration. Talking to other parents is very useful, but seeing programs for yourself is also important. 2. Before going to visit a school to look at a program, call ahead and ask the principal to schedule a time for you to visit. This is not only polite, but will assure that your visit comes during a regularly scheduled activity. If you also want to talk to the teacher, let the people arranging the observation time know, so that they can schedule a meeting. 3. Once your child is settled in his or her school class, find time to visit at least once or twice a year to see how your child is doing. Often volunteering to help with school or classroom activities is an effective way to get involved. Teachers appreciate the help, and it gives you the opportunity to see your child in a school situation. 4. Notify your child’s school, teacher, therapist(s), or nurse of any changes which would affect your child’s participation in school. Examples include: changes in your child’s medical condition or medication; extreme difficulty with homework; boredom with school work; social difficulties; or any other related difficulties the school personnel should be aware of. 5. Provide the school staff with any relevant information from outside evaluations. Have copies of these reports sent to your child’s school. 6. If problems arise, you should communicate your concerns about your child’s special education program to the school. Talk to the principal, teachers, therapist(s) etc. to allow everyone involved in your child’s schooling to informally observe the situation and make adjustments before minor problems become major difficulties. 7. Let school staff know when you observe signs that your child’s current program may  need to be changed. The more time the school has to arrange for re-evaluations, the better. 8. If your child needs any special arrangements for testing, such as assistive technology, an interpreter, or foreign language tester, let  the school know right away. Even if your child’s teacher knows about his or her unique needs, the evaluation staff may not be aware of them and will need time to make the proper arrangements. 9. If you would like to review and/or obtain copies of your child’s records, make this request, in writing, several weeks before you need to have these records. School secretarial staff may be quite busy, especially at certain times of the year. Also, records from previous years may be kept somewhere other than in the school building, making access more complicated than just opening a file drawer. 10. It is very important that you attend IEP meetings. These meetings generally occur only once a year and are usually held during the day. If you have a job, talk to your employer or make any necessary child care arrangements so that you will be able to attend during the 
    work day. If you have difficulties getting away during these hours, inform your child’s 
    teacher and ask if the school can be of assistance. Sometimes the school can work out child care needs or talk to an employer to help you find the time to attend the IEP meeting. 11. Any time you have scheduling difficulties with school meetings, tell the school people involved in that meeting. They will want to know that you are interested in your child’s schooling and that you want to be actively involved. There are always situations in which people cannot coordinate their schedules; the more information the school has about your schedule, the more they can work to arrange meetings and school functions at more convenient times for you. All too often, educators interpret poor attendance as lack of interest. 12. If you are in disagreement with the school on any aspect of your child’s program, try 
    to work out the disagreement before resorting to a due process hearing. Many schools now 
    have formalized methods for mediation or can make such arrangements. 
    Mediation can often bring solutions to light and is less negative than more formal or legal action. In any discussion of rights and responsibilities, it is important to remember the 
    spirit of the law. 
    The goal should always be the same: to provide the best opportunities for success for all children, including those who have differing needs and abilities. To achieve this goal it is important that all people involved in special education planning work together. It’s even 
    part of the law. As team members you will each need to communicate your opinions and concerns constructively. Back to top
     REQUESTING SERVICES: A GUIDE TO LETTER WRITING 
     Q: What do I do to request services? A: Each state and school district has its own guidelines for special education. Again, it is important for you to ask your Director of Special Education or your school principal to explain them to you. They will also provide you with written guidelines. These guidelines will tell you exactly what you have to do to request services. It’s a good
    idea to put all your requests in writing, even if  it’s not required by your school district. A letter will avoid confusion and provide everyone you, the school, and evaluation team — 
    with a record of your request. 
    ALWAYS KEEP A COPY OF EACH LETTER YOU SEND. Back to top
     Q: How long does it take to get an answer to my letter?  A: It is useful to remember that if you write to a large organization, there may be several people who will handle your letter before it gets to the person to whom it is addressed. 
    Mail is often opened by someone who sorts letters and puts them in the appropriate mail slots at school or in the office. A secretary may collect mail from the boxes and sort through to answer all general requests or other non personal mail. Then your letter may be moved to the right person’s mail box, and he or she will pick it up within a few days, depending on the time of year and other work in progress. Obviously, smaller offices will have fewer steps 
    and very large offices may have more. (Thus, response time will vary.) Often state or school district guidelines specify the amount of time a school has to respond to your request. Although the federal law states that schools must respond in a “timely manner “or within a “reasonable” period of time, most states and districts actually define this period by days. If you have not heard from the school within 10 working days of sending your letter, it is certainly all right to phone the office to make sure your letter was received and to ask when you can expect an answer. If you have asked for a meeting or other services which may require coordinating with several other people, it may delay the response to your request. If you need a letter answered in fewer than 10 working days (for instance if you are moving or if your child’s health suddenly changes), it might be useful to call the office and let them know that you have sent a letter and would like a response as soon as possible (or by a specific date). That way, the staff can speed up the process a bit. Back to top
     Q: To whom do I address my letter?  A: This will depend on the type of request you are making in your letter. Call your child’s teacher or school principal, explain the type of request you are making (e.g., request for an initial evaluation of your child or for a meeting to review your child’s IEP), and ask who should get the letter. The principal is responsible for activities in his or her school, and you can address certain letters to your child’s school principal. In some instances, you might find that the letter should be sent to the local Director of Special Education. Call to make sure of the spelling of the person’s name and his or her correct mailing address. Also, remember to make a copy of your letter to send to your child’s teacher, so that he or she will be aware of what is going on and know your concerns. 
     Q: In general, what do I say in my letter?  A: When writing any business letter, it is important to keep it short and to the point. Ask yourself these questions, answer them for yourself, and state them in your letter: ** Why am I writing this? 
    ** Specifically, what are my concerns? 
    ** What would I like the person to whom I’m writing to do about this situation? 
    ** What are my questions? 
    ** What sort of response do I want: a letter, a meeting, a phone call, or something else? Back to top
     Q: What else do I need to say in my letter?  A: Each letter you write should have certain basic information included. ** Be sure there is a date on your letter. 
    ** Be sure to give your child’s full name and current class placement. 
    ** Say what you want, rather than what you don’t want. 
    ** Be sure to give an address and/or daytime phone number where you can be reached. 
    ** Be sure there is a question or request in the letter, so that the person to whom 
    you are writing can answer you. The remainder of this Parent’s Guide presents sample letters to help you approach 
    this task. The letters address some of the many reasons parents may have for writing, including when you want to: 1. Discuss a problem. 
    2. Request an initial evaluation for special education services. 
    3. Request a meeting to review the IEP. 
    4. Request a change of placement. 
    5. Request records. 
    6. Request an independent evaluation. 
    7. Request a due process hearing. 
    8. Write a follow-up letter. 
    9. Give positive feedback. Back to top
     Sample Letter 1: This is a general letter format for discussing a problem. 
    ______________________________________________________ Today’s Date (include month, day, and year) Your Street Address 
    City, State, Zip Code 
    Day time telephone number Full Name of Person to whom you’re writing 
    Title 
    Name of School/Organization 
    Street Address 
    City, State, Zip Code Dear (name of person, use title and last name), In this paragraph explain who you are, give the full name of your child and his or her current class placement, and, VERY BRIEFLY, explain the reason you are writing. In this paragraph explain what you would like to have happen or what you would like to see changed. You may BRIEFLY say what you would not like, but spend most of this paragraph saying what you want. Say what type of response you want. For instance, do you need to meet with anyone, do you want a return letter, or a phone call? Finally, give your daytime telephone number and let them know that you expect to hear 
    from them soon (or give a date, “by the 15th”). Sincerely yours, 
     
     Your full name 
    ______________________________________________________________ Q: Can anyone help me with this?A: Yes. There are many people who can help you with letter writing and other tasks relating to your child’s special needs. Parents and professionals have discussed similar issues for many years. You can profit from their experience by talking to them and reading what they have written. As always, be sure to keep a copy of your letter for your own files. There are disability and parent organizations in every state that can help. Local chapters of state, regional, and national organizations also can work with you. 
    Most states have a federally funded Parent Training and Information Project; the staff there can help explain the laws, policies, and procedures of accessing special education programs. Members of disability organizations are families and professionals who are concerned with issues of a specific disability. State offices, like the State Education Agency, Developmental Disability Council, or Mental Health Agency, can also explain procedures. Many states now are funding parent resource centers in local school districts. Ask your Director of Special Education if there’s a local parent resource center in your area. Back to top
     Sample Letter 2: Request for an Initial Evaluation for Special 
    Education Services 
    ______________________________________________________________ Today’s Date (include month, day, and year) 
    Your Full Return Address 
     Name of Principal 
    Full Address Dear (name of Principal), I am writing to request that my son/daughter, (full name), be evaluated for special education services. I have been worried lately that he/she is not doing very well in school and that he/she may need some special help in order to learn. He/she is in the (grade level and name 
    of current teacher) at (name of school). Specifically, I am worried because (name of your child) does/does not …(keep this paragraph short, but give one or two reasons for your concern about your child). I understand that I have to give written permission in order to have (name of child) tested. However, I would first like to know more about the tests, the testing process, and when this can be done. I would be happy to talk with you or another school official about my child. You can send me the information or call me during the day at (daytime telephone number). Thank you. Sincerely yours, 
     Your full name 
    _______________________________________________________________ 
    Back to top
     Sample Letter 3: Request for a Meeting to Review the Individualized Education Program (IEP) Note: 
    The Individualized Education Program defines your child’s program. As you know, each
    year there is a regularly scheduled IEP review; however, you can request a review whenever you feel changes need to be made in your child’s program. Q: What might be some reasons to request an IEP review? 
    A: You may want to request a review if: ** Your child has met one, or several, of the goals written in the   IEP; 
    ** Your child does not seem to be making any progress toward one, or several, the goals written in IEP; 
    ** You feel additional services should be added in order for your child to progress; 
    ** You feel a service is no longer necessary in order for your child  to succeed; 
    ** Your child has experienced major changes, such as illness, surgery, or injury. _____________________________________________________________ Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Principal 
    Full Address Dear (name of Principal), I am writing to request an IEP review meeting. I would like to discuss making some 
    possible changes in (child’s name, grade level, and teacher) IEP as I feel that …. I would also like to have (name of specialists) attend. I think his/her/their ideas about 
    the changes we may make will be valuable. I (or my husband/wife and I) can arrange to meet with you on (days) between (give a range
    of time, such as between 3:00 and 5:00). Please let me know what time would be best for you. I look forward to hearing from you soon. My daytime telephone number is (000) 000-0000. Thank you for your time. Sincerely yours, 
     Your full name _____________________________________________________________ 
    Back to top
     
     Sample Letter 4: Request for a Change of Placement Q: What might be some reasons to request a change in your child’s class placement? 
     (Remember placement is based on the IEP, so to request a change in placement means
    that you are actually requesting an IEP review to discuss a change in your child’s needs.) A: The reasons for requesting a change in your child’s placement would be based 
    on concerns that your child’s educational, social, or physical needs are not being appropriately met. A review of your child’s progress, talks with your child’s teacher 
    (s) and therapist(s) as well as discussing this with your child, when appropriate, 
    would reveal that this placement needs to be reconsidered and the IEP reviewed. These placement concerns might include: ** Changes in your child’s needs; 
    ** Current class size may be too large or too small; 
    ** Current class may be too academic or not academic enough; 
    ** This class may not provide opportunities for appropriate socialization; 
    ** The building may be too difficult for your child to get around; 
    ** Or any other reason that this class placement is not working out successfully. 
    _______________ Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Principal 
    Full Address Dear (name of Principal), I am writing to request a meeting to discuss a change in class placement for (full name of 
    your child). He/she is currently in (grade/school/name of teacher). I feel he/she would do better in (name of alternative placement). I am most concerned about …… (Keep this paragraph brief and mention your child’s needs, not problems with people). I would also like to have (name of teacher(s) and/or any specialists you would like) attend. I (or my husband/wife and I) can arrange to meet with you on (days) between (give a range 
    of time, such as between 3:00 and 5:00). Please let me know what time would be best for you. I look forward to hearing from you soon. My daytime telephone number is (000) 000-0000. Thank you for your time. Sincerely yours, 
     Your full name 
    ________________________________________________________________ 
    Back to top
     
     Sample Letter 5: Request for Records Q: What might be some reasons to request copies of records? A: School records contain valuable information about your child’s strengths and areas of need. These records can provide a formal system of communication between the professionals at your child’s school and other professionals who need this information. Here are some reasons that may motivate you to request copies of the records: 
    ** It’s always a good idea to review your child’s school records to be sure they are correct 
    and contain all necessary information. 
    ** When your family is moving to a new school district, records may need to be sent. 
    ** When you’re taking your child for an independent evaluation, copies of past records may be useful. 
    ** Services or other programs your child attends, like camp, tutors, or in-hospital schools, may find these useful in designing their activities. 
    ** Post secondary programs may need to see copies of your child’s records. 
    ** For your home files, especially if your child is finishing school. 
    _____________________________________________________________ 
     Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Principal 
    Full Address Dear (name of Principal), I am writing to schedule a time to come to school and review all of my child’s records, both cumulative and confidential. My child’s name is…, his/her grade is…, and his/her teacher is …
    I will also need copies of all or some of these records. Please let me know where and when I can come in to see them. (I need these records by …). You can reach me during the day at (your daytime phone number). I look forward to hearing from you soon. Thank you for your consideration. Sincerely yours, 
    Your full name 
    ____________________________________________________________ 
    Back to top
     
     Sample Letter 6: Request for an Independent Educational Evaluation at Public Expense Q: What might be some reasons for requesting an Independent Educational Evaluation 
    (IEE) at public expense? A: It is not uncommon for families to feel that their child may need additional tests or feel that the school’s testing results did not accurately describe the child. Parents may want additional medical examinations or may be interested in areas the school staff did not test. You can, therefore, always have your child tested outside the school system. However, if you expect the school to pay for an IEE, then you will need to request this BEFORE any independent testing is done. Some reasons the school may accept financial responsibility for an independent evaluation include: ** The original evaluation was incorrect; 
    ** The original evaluation was not done in your child’s native language; 
    ** The original evaluation was incomplete and additional tests are needed; 
    ** The evaluation could not be done with the needed accommodations, for example 
    in braille or administered by someone who signs. 
    ______________________________________________________________ 
    Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Director of Special Education 
    Full Address Dear (name of Director), My son/daughter, (give full name), who is currently attending (name of school, grade, 
    teacher) was evaluated for special education services (give month and year of this evaluation). I am writing to inform you that I disagree with the testing, and I would like to have my child re-evaluated. I am requesting an Independent Educational Evaluation at public expense, for the following reasons: [briefly list your reason(s), being very specific]. I would like this Independent Educational Evaluation to be done as soon as possible. Please send me copies of the school’s guidelines for this. My daytime telephone number is (000) 000-0000. Sincerely yours, 
     Your full name 
    ______________________________________________________________ The school may disagree with your reasons for wanting additional testing. They may feel they have conducted the necessary tests in a proper manner. If the school disagrees with 
    your request for an IEE at public expense, and you still feel the IEE is necessary and that they should accept financial responsibility, you can request a due process hearing. Back to top
     Sample Letter 7: Request for a Due Process Hearing Q: When and how should I initiate due process procedures? A: While the school system may readily comply with your request to evaluate, reevaluate, 
    or meet to review the IEP, that doesn’t necessarily mean that you will get the outcome you want. At the meeting you requested to discuss changing your child’s placement the school system may not agree with you. They may feel that your child is in the most appropriate placement. Or at the IEP meeting you request in order to change the goal(s), add services, 
    the school may not want to make these changes or additions because they believe that they are not in your child’s best interest or are not appropriate. If the school staff has communicated its thoughts and you have communicated yours and 
    you both understand but disagree, you may want to consult with specialists, a mediator, 
    or other persons to try to compromise. Remember: The goal is to provide an appropriate education for your child. There are many options on what is an appropriate education, and some trial and error may be necessary to develop a successful program for each student. Sometimes compromise and further discussion do not lead to agreement between parties, 
    and you may want to request a due process hearing. A due process hearing is a formal proceeding where the differences between you and the school system are shared in front of
    a qualified, impartial hearing officer. The hearing officer’s role, after hearing both your side and the school’s side, is to make a reasonable decision based on the information presented. Your letter requesting a hearing should be sent to the person in charge of due process hearings. This may be the Superintendent of Schools or the Director of Special Education, 
    or another designated school official. Call the Director of Special Education in your school district to find out the name, title, and address of the person responsible and address your request to this individual. Your letter will then be give to a selected hearing officer. It is the hearing officer who will be responsible for establishing the date, time, and place of the hearing. ______________________________________________________________ Today’s Date (include month, day, and year) 
    Your Full Return Address Name and Title of Person you identified 
    Title 
    Full Address Dear (full name), I (or We), the parent(s) of (your child’s full name), am (are) writing to request a due process hearing. (Your child’s full name) is (age and date of birth) and is currently attending (name of school). He/she is in the (grade level/special education classroom). I (we) have met with (names of school personnel involved in your meeting) in an effort to resolve our differences with my child’s (IEP, placement, testing, or whatever) and have been unable to do so. We therefore request that a due process hearing be scheduled with an impartial hearing officer in order to have this disagreement settled. Please advise me (us) as soon as possible as to the date and time of this hearing so that I 
    (we) can make the necessary arrangements with work (or childcare) and with those people 
    we wish to include in the hearing. My daytime telephone number is (000) 000-0000. I (we) also request that this hearing be (open/closed) to persons other than those directly involved. (Name of child) will/will not attend the hearing. Sincerely yours, 
     Your full name * cc: (name of Principal) 
    (name of your advocate/attorney) 
    _______________ * “cc:” means that you are sending a copy of this letter to the people you list after the “cc:”. Xerox the letter after you have signed it, and send a copy to each person you have listed. Back to top
     Q: What do I do when things break down? A: Hopefully everything will go relatively smoothly and this section can be ignored. Now 
    and then things fall between the cracks or people don’t see eye to eye, and then other steps can be taken, if desired. Once you have written a letter requesting an evaluation, an independent educational evaluation at public expense, an IEP review, a meeting of any kind, or a hearing, you should get a response from the school system either by telephone or in writing, within a reasonable period of time. In some cases, “reasonable” is defined, but in other cases, the timelines are 
    not exact. So be reasonable. But if you feel too much time has passed without receiving a response to your letter, then call and ask if your letter of request has been received. If you 
    are sure the school has received your letter (some parents send their letter of request by certified or registered mail), then ask when you can expect to hear from them. More than likely, when you call you will talk to a secretary or administrative assistant. Ask that the superintendent, principal, or teacher call you back. If your request still goes unanswered then you may want to write again. It would be useful 
    to enclose a copy of the original request with this letter. Be sure not to send your only copy; remember, you will always need to have a copy for your records. Back to top
     Sample Letter 8: Follow-up Letter 
    _______________ Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Person to whom you wrote 
    Full Address Dear (name), I wrote to you on (date) and also called to make sure you had received my letter. I left a message for you to call me back, but since I have not heard from you, I thought it best to write again. I am writing to request …. and have enclosed a copy of my first letter. I expect to hear from you within the next few days. My daytime telephone number is (000) 000-0000. Sincerely yours, Your full name 
    _______________ If problems continue, there are additional steps which can be taken. If you feel your child’s needs are not being met even after the due process hearing, there are very specific ways of addressing this. There are people you can contact to discuss the most effective next steps.
    In many cases, this may involve legal or other professional help and requires more in-depth and individual attention than can be covered in this Parent’s Guide. You can contact the Protection and Advocacy Agency for your state or the Parent Training and Information Project for further information. 
    Writing letters is an important part of communication. As your son or daughter goes through the school years there may be many occasions to send letters. In advocating for your child’s needs it is important to be able to say what you want in a short and to-the-point written document. By communicating your thoughts, ideas, and concerns you will be defining your child’s needs. By emphasizing the positive aspects of your child’s educational experience you will develop a good working relationship with the professionals in your child’s life. By being able to express what would work rather than by spending time and energy reviewing what didn’t work, you will become a strong advocate for your child. When goals are well defined and needs are clearly stated, success is possible. A Final Word: Once you’ve begun to write letters, be sure to write when things are going well too! If a program, teacher, therapist, or other school staff member has provided an excellent opportunity for your child: Write a letter. We all like compliments and encouragement. Positive feedback is what keeps good programs running well. Just as you want to know 
    “how it’s going” so does the school staff. Good communication, good team work, and effective school programs and policies take 
    work. There’s an old saying that states, “Things can go wrong all by themselves, but you 
    have to work to make things go right.” Be sure your teacher(s), principal, and superintendent hear from you when things are going right too.  Back to top
     
     Sample Letter 9: Positive Feedback Letter 
    _____________ Today’s Date (include month, day, and year) 
    Your Full Return Address Name of Teacher, Principal, or Superintendent 
    Full Address Dear (name of person), I am writing to let you know that I am very pleased with (full name of your child’s) special education program. (First name of your child) has had great success with (briefly say what went right and name the professionals working with your child). We look forward to continuing progress. Thank you for all your efforts on behalf of my 
    child. My daytime telephone number is (000) 000-0000. Sincerely yours, Your full name cc: (Be sure the Principal of the school and/or Director of Special Education 
    get a copy). Back to top_________________ 
     THE SPECIAL EDUCATION PROCESS This chart shows the order of events from identification of a disability through development of an IEP. For a description of each stage, refer to the corresponding numbers following the chart. (1) Referral/Request for an Evaluation (2) Evaluation (3) Eligibility Meeting (4) Not Found Eligible Found Eligible (5) Individualized Education Program and Placement Meeting (6) Parents Disagree Parents Agree (7) Annual IEP Meeting (8) Parents Disagree (9) Parents Agree 
     The following statements correspond with the numbers represented on the flow 
    chart above. (1) This can be made by parents or a professional. If a professional requests an evaluation, then the school or service provider must notify parents in writing. (2) Parent permission is needed for the initial evaluation. The evaluation must assess 
    the child in several areas. (3) The results of the evaluation are reviewed by a team of scan begin with the parent or a professional. The attached NICHCY State Resource Sheet lists many of the people involved in special education and disability issues in your state. School personnel involved in educating students with special needs. This team usually includes a school psychologist, a teacher, a therapist, a special education supervisor, and/or administrator and others. Parents may be invited to attend this meeting. At the eligibility meeting it is determined whether or not the child is eligible for special services. (4) The child will stay in his/her current placement. Parents can disagree with the eligibility decision and have the right to take their child for an Independent Educational Evaluation (IEE). They can request the school system to pay for this IEE if they feel the initial evaluation was not properly done. (5) Parents must be invited to attend this meeting. At this meeting the child’s special education program is written. The IEP includes the goals and objectives of the child’s program, types of specialized services that may be needed, and the amount and time he/she will spend in regular education activities. Where the IEP is to be implemented is also determined at this meeting. This is known as 
    the placement. Placement must be in the least restrictive setting appropriate for the child. This is called LRE or Least Restrictive Environment. Placement could be in the regular classroom with needed support services, a resource room for a specified amount of time, a self-contained class, or a separate facility. Parents have the right to agree or disagree with the IEP and proposed placement. (6) Parents may discuss their concerns with the IEP team and try to work out a compromise. If they still disagree, parents can begin their Due Process Rights. (7) At an IEP meeting the child’s progress is reviewed, the IEP is updated, and the child’s placement is discussed. Parents must be invited to attend. Parents can make suggestions for changes, agree or disagree with the IEP goals, and agree or disagree with the placement. This meeting must take place at least once a year. Parents or school personnel can request an IEP and placement review at any time. (8) Parents can discuss their concerns with the special education staff and review team. 
    There are several options, including additional testing, an independent evaluation, or other activities which are in keeping with parents’ Due Process Rights. (9) The child will continue in the special education program with the updated IEP. There 
    will be an IEP review each year and an in-depth re-evaluation at least every three years. Back to topAutism-PDD Resources Network 

  • How To Understand People Who Are Different

    by Brad Rand

    When I learned to do sign language and use the computer in 1992, I was surprised that other people wanted to know how I think. I always wanted to learn how everybody else thinks because there are so many of you and I wanted to make myself like you so I could fit in your world.

     But I learned that people wanted to know about me too, and when they learned how I thought and why I did things, they did things that weren’t as confusing to me and I could understand them better. I learned that I could stay like me and still fit in your world, a little. So I decided it is better to stay like me and fit in a little, than become not like me and fit in a lot.

     So this booklet is about me and other people who are different. But I only know how my mind works and how I think, so maybe some of the other people who are different are a lot different, or maybe some of them are a lot the same, or maybe some of them are a little the same.

     People who are different are never different in the same way. Every one of those people has some gift, like understanding animals or running very fast, or some talent, like drawing or music or math or creating songs or poems or stories, or some skill, like putting puzzles or models together, or something about the way they talk or look or move or understand things that makes them special.

     People who are different may not understand how to talk to other people, or how to act the right way at all the right times, or how to understand feelings, or how to sort out all the sights and sounds and smells in the world, but they are still special because there is just one of them, like there is just one of you.

     So this booklet says some of the things that people like me might do, and why we might do them. And this booklet says what people like you might be able to do back. So mostly this booklet is about me and about you.

     Plus if you see someone who is different with their parents or friends, maybe their parents or friends will be doing things with them that you might not understand. Maybe this booklet will help you understand what they are doing and how it helps the person who is different.

     Some people live in two different worlds. Some people who are different don’t understand how to communicate very well with you and the outside world, which could be called the real world. Some people have a world inside their head too, which is more peaceful and easier to understand than the real world.

     The world inside my head is quiet and peaceful and there are no people inside and nothing hard to figure out. So it is a safe place when the real world gets too confusing.

     So your world might be the one that most people know the best, but their world can mean a lot to them too, when they need it. The world inside my head is not a bad place or a crazy place, it is just a quiet and peaceful place. Maybe it is like a quiet closet you used to sit in when you needed to be by yourself when you were little.

     So if you see someone and he seems to be in his own little world and his parents or friends are letting him do that, they’re not ignoring him. Maybe they’re just letting him be in a world he likes for a short time.

     Some people don’t see or hear the same things you do. One reason the real world can get too confusing is that some people take in information differently than you do. Information means what comes in your senses, like sights, sounds, smells, tastes, and touches. Sometimes their brain is actually built differently or there is a short-circuit in the electrical pathways their brain uses to take in information and process it. So their pathways might not work the same as yours.

     When you look at a wave on the beach, a smooth clear picture of a wave goes into your head. But a person whose brain is different or whose pathways have some bad areas might see a picture of a wave broken up into pieces or different colors or strange shapes. So maybe he isn’t even seeing the same thing you do.

     Because seeing isn’t just with your eyes, it is also how the picture that goes in your eyes gets to your brain. You’re so used to it going to your brain the right way maybe you don’t think it could go the wrong way. But it does for some people who are different.

     Also, when you hear the sound the wave makes, maybe your brain says it isn’t too loud because your brain is comparing it to something really loud, like a firecracker. But a person whose brain is different or whose pathways have some bad areas might not be able to compare the wave to anything else, so it could sound very, very loud to him when it is not compared to anything else.

     Or the person might have a sound pathway that is not built the same as yours, there could be very sensitive nerves along that sound pathway, like an amplifier. So a sound that isn’t so loud to you could boom out very loud to that person who is different.

     Also, the sight and the sound probably go into your head at the same time, evenly, and balanced, they’re both part of that wave on the beach, you do those both automatically. But a person whose brain is different or whose pathways have some bad areas sometimes has trouble balancing information that goes into his head.

     Sometimes only one thing can go in at one time. So the sight could go in first, then fade out because the sound is coming in. When the sight fades only the sound is left, it is the only information the person is getting, which makes it sound louder because it is all he can focus on.

     So you shouldn’t always think a person who is different gets the same balanced information from the world that you do. His eyes and ears can be focused on the same things yours are, but once that information gets onto the pathways to his brain, it can go off in wrong directions or get changed or faded or scrambled or confused. So the information might not get to his brain in the same condition the information arrived at your brain.

     Lots of times I’m surprised by what other people said they saw and heard, because it is not what I saw and heard. So what you see and hear might be the right thing, and the person who is different might be seeing or hearing the wrong thing. Maybe you could remember that he can’t help seeing and hearing the wrong thing, and he doesn’t even know he is seeing or hearing the wrong thing.

     If you were looking right at something and your brain told you it was something scary, you probably wouldn’t believe someone who told you it was something peaceful and not scary at all. You might, but you probably wouldn’t. So it might be helpful to tell the person who is different that what he is looking at is really peaceful and not scary, but if he keeps not believing you, you should not try to force him to believe you. Because it is hard to make someone believe you when he is seeing something completely different than you are.

     Some people don’t process information the same way you do. Once information gets to your brain, your brain does things with it. I learned that when you see things, they usually remind you of other things, this is called association and train of thought.

     You could see a red balloon and it might remind you of a birthday party you had when you were little, or a birthday party you’re planning to go to next week. You might start thinking about birthday parties, then you might start thinking about gifts or eating cake and ice cream.

     But people who are different don’t make associations or train of thought very well. When I see a red balloon, I think, That is a balloon, the red color is hurting my eyes a little. That is all the processing my head does about the balloon, then it stops. So if you started talking to me about birthday parties, I would be surprised. It would take me a little time to find information about birthday parties in my head so I could understand what you’re saying.

     So you might think a person was not smart when really his mind just doesn’t make associations or train of thought like yours does, or makes them a lot more slowly.

     Maybe it would be helpful if you said, That balloon reminds me of a birthday party I had when I was little, I’ll tell you about that party. Then the person might not be so confused why you suddenly started talking about birthday parties.

     Some people don’t focus on the same things you do. At a carnival, you might see balloons, pennants, rides, games, cotton candy trucks, and ticket booths, and your attention might jump from one thing to another, quickly.

     But a person who is different might see the circular shape of the ticket booth window and their attention gets focused on that, then everything else tunes out. I don’t know why my head picks things to focus on, but I know it is usually not the same things other people pick to focus on. My head gets very interested in ticking clocks or little spiders or the reflection of the sun on water.

     So if you see someone who is different looking in a direction, you might see a big car and you might say, Do you like the big car? Because you might see many things but that is the one that stands out to you. But he might be surprised by your question because actually he didn’t see the car because his attention had been caught by the sun reflecting on hubcaps. Because that is what stood out to him.

     Or if you see someone tilting his head like he is listening to something, you might say, Can you hear the band playing? Because you might hear many sounds but that is the one that stands out to you. But he might be surprised by your question because actually he didn’t hear the band because his attention had been caught by the squeak of someone’s shoes. Because that is what stood out to him.

     So you shouldn’t think that what stands out to you stands out to someone who is different.

     Some people don’t know how to pick between all the sights and sounds and smells and tastes and touches. You might not realize how fast the real world moves, people move around quickly and change the expressions on their face quickly and wave their hands around and change their tone of voice and point to things all the time.

     In a schoolroom, it is busy and distracting. The kids talk at the same time and push and yell and make strange faces and throw things. The lights are very bright, and the chalk squeaks on the chalkboard, and the desks creak when you open them, and the mimeograph machine makes the paper smell bad. The teacher waves her hands around and rolls maps up and down on the wall.

     This is all information that needs to be processed. There is so much information that it is hard to know which is the most important. If my attention tries to focus on all of it, my head gets overloaded with sights and sounds and smells and tastes and touches, I can’t process information that fast, it gets backed up.

     So I pick what I think is important, but usually it turns out to be different than what you think is important.

     I think some people who are different don’t really understand what Important means. So maybe it would be helpful if you told them exactly what you were looking at or listening to so they can focus on the same thing you’re focusing on.

     Some people have tunnel vision, so it might be hard to get their attention from one thing to another. Once I have picked something to focus on, everything else fades out. Then people might have to say my name many times before I hear them. What goes through my head is, I’m looking at something and I can see it very clearly, but everything around it is just gray and fuzzy.

     Then I think I hear something and I look around and sometimes I see a person shape or hear a person’s voice, but it is the same way I see a light bulb shining in a lamp or a clock ticking. Because voices and shapes and a ticking clock and light all seem the same in importance.

     So some people might hear your voice, but their head is maybe not processing your words, they might not be seeing you as a real person unless you do something unusual that requires processing.

     Maybe you could make your voice higher or lower, or say something interesting or unexpected, or change your position. Then my head usually tells me to look again, and the gray fuzzy areas separate into clear individual shapes and I might realize that one of those shapes is a real person, and you’re talking to me.

     Some people have trouble processing what they see. Some people who are different don’t understand how something can be different from the way it looks. If their eyes see a hologram coming out of a picture, their head says that their hand can touch it. Then when their hand can’t touch it, their head might have trouble accepting that. When I saw a hologram, I thought the hologram hid whenever I moved my hand toward it, so I kept trying to sneak up on it.

     Magic shows are hard too, how ladies can look like they’re cut in half, or people inside boxes can disappear, or rabbits can appear inside a hat.

     Maybe it would be helpful if you explained to people who are different that their eyes aren’t wrong, that you see exactly what they are seeing.

     In some people, the nerves that go from their eyes to their brain might be very sensitive, so some sights could come along these nerves too strongly.

     Sometimes bright sun or certain colors hurt their eyes, like red or yellow if it is a big bright red or yellow on a lot of space, like on a Volkswagen. They might not like fluorescent lights or flashing lights like strobes. With all these things, they might blink a lot or put their hands over their eyes.

     When a sight pathway is very sensitive, little tiny things can take up big spaces in your head, so someone who is different could look at the same speck of dust for hours. They might like reflections that make lights and colors look interesting or unusual, especially in water.

     They might like wheels and other things that spin around. They might be great at doing puzzles or they might be able to take in so much information so easily through their eyes that they can memorize phone book pages and be great readers.

     When you see someone doing these things, he might have a sensitive light pathway. It might be helpful if you didn’t turn on bright lights or flashing lights, or give him a bunch of bright balloons as a gift. If you were trying to get his attention away from something that was overloading him, maybe you could try to spin a wheel on a toy truck, or a quarter on a table. If he lost his sunglasses, maybe you could let him wear yours.

     Or it could be the opposite, in some people the nerves that go from their eyes to their brain might be too insensitive, so some sights could come along these nerves too weakly. So they have to try very hard to get information from these weak sights. They might even stare at the sun because they don’t think it is too bright, but this is dangerous, of course.

     When a sight pathway is not very sensitive, people and objects might be mostly outlines with fuzzy edges. They might have trouble figuring out where objects actually are, so they might walk around something and run their hand around the edges so they can understand exactly where it is.

     They might pick things up and hold it near their eyes or move it into many positions or tilt their head at it to see if it still looks the same.

     Maybe they can’t figure out heights, so they might be uncertain about walking down stairs or going in tunnels. They might be afraid of fast things because everything gets so blurry. They might be afraid to pour milk into a glass because they can’t see the edges of the glass very well.

     When you see someone doing these things, he might have an insensitive light pathway. It might be helpful if you made the lights brighter for him. But don’t let him stare just at the lights, instead maybe you could show him how to look at the objects that are made brighter by the lights. Maybe you could even let him use a magnifying glass.

     If he doesn’t want to go near something, maybe you could show him how to run his hand around the edges so he could find out more about it.

     Some people have sight pathways that are bad in both those ways, sometimes too sensitive, sometimes too insensitive.

     Some people have trouble processing what they hear. In some people who are different, the nerves that go from their ears to their brain might be very sensitive, so some sounds could come along these nerves too strongly. High sounds like sirens and whistles hurt my ears, and sudden sounds like a car horn, and loud sounds like shouting, and booming sounds like waves on the beach, and roaring sounds like a vacuum cleaner or lawn mower.

     When a sound pathway is very sensitive, crowds and traffic can be scary. It can be hard to sleep because of all the little sounds, like wind blowing outside or crickets chirping. Going to the barbershop is hard because the scissors make loud snips, especially around your ears. People walking on tile floors are loud. Sometimes a dog barking or a cat purring can be too loud. They might put their hands over their ears or keep shaking their head.

     When you see someone doing these things, he might have a sensitive sound pathway. It might be helpful if you didn’t make loud sounds or sudden sounds, and if a loud sound is going to happen, you could warn him that it is going to happen. Maybe you could make a soft sound to replace the loud sound, like letting him listen to a ticking watch.

     Sometimes they can tune out the sounds in their head, but that can make everything else tune out too, like your voice. But sometimes they need to do that if they can’t get away from the loud sounds.

     Or it could be the opposite, in some people the nerves that go from their ears to their brain might be too insensitive, so some sounds could come along these nerves too weakly. So they have to try very hard to get information from these weak sounds.

     They might lean their ear against the refrigerator to hear the motor vibrating. They might stay in bathrooms a lot because all the sounds echo against the tile and sink and tub. They might like sirens and whistles, squeaky toys, jingling bells, rattling garbage trucks, blasting TVs and stereos, roaring snowblowers, and crashing waves on the beach. They might tear paper or slam doors over and over to hear the sound.

     When you see someone doing these things, he might have an insensitive sound pathway. It might be helpful if you keep him busy with lots of sights and sounds so he can’t try to listen to just one sound. Cats who purr can be good. Maybe you could show him where all the different sounds are coming from so he doesn’t just pay attention to the sounds, but to the people and objects that make the sounds.

     Some people might spend too much time listening to their own heartbeat and breathing. They might spin around or hang upside down to make the blood roar in their ears. They might hum a lot too.

     When you see someone doing these things, you might see his parents or friends trying to distract him into doing other things.

     Some people have trouble processing smell or taste. In some people, the nerves that go from their nose and mouth to their brain might be very sensitive, so smells and tastes could come along these nerves too strongly. Chalk hurts my nose, and soap and perfume and aftershave and toothpaste.

     Almost all types of food smell too sharp. And I don’t like the texture of some foods, especially foods that are hard to chew, like steak. I don’t like food that is slimy like shrimp, or the fat part of chicken, or food that wiggles, like jello. I don’t like smooth food with lumps in it, like lumpy mashed potatoes or crunchy peanut butter. All those foods feel bad on my mouth and tongue and teeth.

     So when someone has a sensitive smell or taste pathway, maybe he is not backing away from you because he doesn’t like you. Maybe you have a smell he can’t tolerate, even if you’re very clean. It is not your fault and it is not his fault. It might be helpful if you made a lot of fresh air for him, like bringing him outside or opening doors or windows.

     Or if he doesn’t like some food you cooked for him, it might be very good food, but the smell or taste might not go right in his nose or mouth or along the pathways to his brain. Maybe you could get him some water to drink, and some plain crackers.

     Some people have trouble processing touch. In some people, the nerves that go from their skin to their brain might be very sensitive, so touches could come along these nerves too strongly. Sometimes touching actually hurts their skin.

     I don’t like being touched by people when I wasn’t paying attention to them because all of a sudden these shapes are touching me and sometimes I don’t know what they are for a second until they focus in as people. Also, when people touch me, I focus on the touching and I can’t focus very well on thinking.

     When you see someone doing these things, he might have a sensitive touch pathway. It might be helpful if you don’t touch him at all, or maybe touch him gently. He is probably not backing away from you because he doesn’t like you, instead maybe he is just afraid you’re going to touch him. Maybe you could keep your arms down straight so he knows you’re not going to do that.

     Don’t give him something rough to hold, instead give him something soft and furry. Don’t judge the temperature by what you think it is. If he is shivering, give him another sweater to wear even if you think it is warm. If he takes off most of his clothes, that will look very strange, but maybe he was just too hot or his clothes were too tight or scratchy and they started hurting his skin.

     Or it could be the opposite, in some people the nerves that go from their skin to their brain might be too insensitive, so touches could come along these nerves too weakly. So they have to try very hard to get information from these weak touches. Their parents and friends might hug them a lot and rub their arm and wrestle with them. So if you see someone who is a little rough, maybe he even hits himself on his head or body, maybe he has an insensitive touch pathway.

     Some people wave their hands around or rock back and forth or do other strange things. When people have trouble processing information, which is sights, sounds, smells, tastes, and touches, they might be getting too much information at one time, then their brain and their nervous system can feel so overloaded they could just run and run.

     So instead sometimes they do one simple thing over and over to calm down their nervous system and take control of it. These things might be waving their hands around or rocking back and forth or making strange sounds or hitting their head with their hand.

     If I’m looking at something and listening to something at the same time, too much information might come in my eyes and ears at one time, so I might touch something. That gets information going in a different sense, through my touch, and it lets my eyes and ears have a rest.

     Or if someone has trouble processing information, there might be times when they are not getting enough information. Then their brain can feel empty and stop processing and their nervous system can slow down and they don’t really see anything or hear anything or have any thoughts. They’re just there. Then they might get the information going again in their brain and nervous system by waving their hands around or rocking back and forth or making strange sounds or hitting their head with their hand.

     So if you see someone doing these things, these strange things can calm down their overloaded nervous system or get their empty nervous system going again. So it would be helpful if you didn’t stare or think they were crazy. Because maybe they are just trying to deal with a nervous system that is different than yours.

     Some people who are different are not as smart as you are, some are just as smart, and some are smarter. Some people have minds that learn much slower than you do. No matter how much you want them to learn faster, they can’t, so getting mad at them or getting frustrated at them won’t help. They can’t help the way their mind is made. People learn by information going through the pathways in their brain, and if those pathways aren’t working right in some places, the information won’t go fast. Even a Porsche can’t go fast on a blocked road.

     Other people who are different might not do well on IQ tests, but maybe they just don’t understand the real world well enough, or communicate well enough, or they have a different way of thinking that those tests can’t recognize.

     So some tests can tell you how well a person can communicate his smartness, but not how smart a person really is inside, or how smart he could be if he could experience the world the same smooth clear way you do. How much you like a person shouldn’t depend on how smart he is or how well he does on tests.

     Some people who are different don’t interact with other people in the right ways. Some people don’t understand when it is the right time and place to talk to other people. They might seem too friendly, they might shake your hand and hug you even at times that aren’t really right. Or they might tell you stories and jokes at times that aren’t really right.

     Figuring out right times and wrong times, and right places and wrong places, can be hard because there are not always clear rules. There are many things to look at, like whether it is night or day, indoors or outdoors, whether there are a lot of other people around and who those people are, whether their expressions and their voices are happy or sad or friendly or angry, whether it is a familiar place or a not familiar place, or whether there is something else going on, like a carnival or movie.

     If a person who is different is paying close attention and focusing on all the right things, he can put those things on a balance in his head until the answer comes down to You Can Shake This Person’s Hand And Be Friendly, or You Should Not Shake This Person’s Hand And Be Friendly Now.

     But some people who are different don’t focus on the same things you do. At a movie theater, they might see something shining on a person’s shirt, like a bright button, and that information might go in their eyes so strongly they don’t hear the movie coming in their ears any more, even though the movie seems a lot more important to you than a bright button. Then they might talk about that bright button, loudly, because they’re forgetting about the movie.

     You might be able to process the movie and the button at the same time and quickly decide that the movie is a lot more important. But some people can’t do that very well. So if someone at a movie is talking loudly about something that seems strange to you, he might be a person who processes things differently than you do. He might not hear the movie or see the people all around him, because something else is going into his head.

     So it might be helpful if you told the person the most important thing to focus on, kindly. You could say, You’re right about the button, but this is a movie, so you have to watch the pictures on the screen and listen to the voices from the speakers.

     Or if he tries to hug strangers in a bad neighborhood, you could say, You’re right to like people, but this is a bad neighborhood, see the writing all over the buildings and litter all over the ground and wrecked cars? So you shouldn’t talk to strangers here.

     Or the person might not do wrong things at the wrong times or wrong places, but he might not do right things at the right times or places either. Maybe he just stands there. This could be because he learned some things to do at certain times and places, but he doesn’t really understand why he is doing them. So if anything changes from the situation he learned, he doesn’t know what to do, because he didn’t learn this new change. So he just stands there, because he is confused or uncertain.

     Almost everything I do is because I learned it. I don’t really understand why people do things, why they laugh or get mad or wave their hands around or change their tone of voice, or how they know when to do those things, or what I should do back, unless I learned that exact situation.

     So it might be helpful if you tell people who are different what they should do, if they’re just standing there doing nothing, especially if there is a new thing in this situation. You could also tell them how you knew what to do in this new situation, what new signs you saw or heard that told you what to do. Then maybe next time he could watch for those things, at least in that exact same situation. If one little thing changes, he might get stuck again.

     Maybe you learned what to do in different situations because you always watched people, especially other kids, when you were little. You watched them so much that you could tell from their expressions and body language if you were doing the right things or the wrong things. Maybe you paid attention to people because your head told you that people are important, that they’re very different from furniture or trees.

     But many times I don’t even notice that other people are around, because most of the things I see and hear seem the same in importance. When I’m not concentrating on people, they just look like shapes, like furniture and trees are shapes. So it is hard to copy people or tell from their reactions whether I’m doing right things or wrong things when my head doesn’t see them or hear them any differently than any other sight or sound.

     If a person is having trouble focusing on people, it might be helpful if you were a friendly person who talked and laughed and pointed at things. You might think doing all those things would be confusing and put too much information in his head at one time and maybe overload his head. You would be right, that might happen.

     But if you’re a quiet person who doesn’t say many things or doesn’t show many feelings or many expressions or tones of voice, you wouldn’t be confusing, but you also wouldn’t be interesting. Interesting means someone or something that needs to be paid attention to and processed.

     If you’re too quiet, you might not give enough information to a person who is different and you could fade out to him. So it might be helpful if you could be interesting first, to get his attention, then when he is paying attention to you, you could quiet down and become easier to understand while you’re explaining something to him or listening to him.

     Some people don’t understand feelings very well. Sometimes people who are different don’t seem to care about the feelings of other people, they might say things or do things that seem not polite. One reason might be because the person doesn’t see you as a separate person, his head is concentrating on something else, like a toy he wants, and the only information going into his head is about the toy, not about you at all. He isn’t ignoring you on purpose, his head just isn’t processing you. Some people who are different will push right by people like they’re moving a bush out of the way. Just because you’re a person and are really there, doesn’t mean a person with processing problems knows you’re a person and are really there.

     But if he does know you’re there, he might still seem not polite sometimes, because he might not understand your feelings or his own feelings. People who are different do have feelings. Just like you, something can happen in their head and body when they’re happy, sad, angry, scared, or excited, but they might not be able to connect what is happening in their head or body to the right feeling word.

     If you’re a mother or a father and you have a little child, maybe he learned things by watching you and other kids, and copying you and those other kids. So when he does something or expresses something, you recognize it because you were a little child too, a long time ago, and you know what the right feeling word is for what he is expressing or for the behavior he is doing.

     But some kids don’t notice other people or pay much attention to them, so they might not copy people very well, any more than they copy furniture or trees. So they might not express things in ways their parents can recognize.

     So when a little child who is different throws a new toy down hard, his parents might say, Why are you feeling angry? But actually the little child had been happy and excited about the toy, but he didn’t express it in the right way. But now he might think his happy and excited feeling is called Angry, and he might think that when people throw things, they’re having the same good feelings he had about the new toy. That would not be right.

     Or sometimes their body doesn’t react much to their thoughts and feelings, maybe the areas in their brain that make their body react to thoughts and feelings don’t work as well as those areas do in your brain. Or maybe the reactions fade out while they’re going along the pathways from their brain to their body.

     So they might not express much with their body, so their parents might never think they’re feeling anything, so they might never learn any feeling words at all. But just because a thought or feeling doesn’t come out the right way or can’t come out at all doesn’t mean it is not there.

     Some people also might not recognize your behaviors as being connected to feelings. If you put a certain look on your face and hold your body a certain way, you might expect everyone to recognize that you’re angry or happy or sad, but some people who are different might not recognize that. I learned that certain expressions and body language match up with certain feelings, but it is still hard for me to recognize them.

     It is easier with animals, their expressions and body language are simpler and more the same. Once I learn the expressions and body language of cats, most cats seem consistent in using those same ones to mean about the same things.

     But the expressions and body language of people look different from person to person, and you make more complicated combinations with them, and you connect them to other things called moods. I can’t seem to put together what I see on all the parts of your face and body very well. And if you’re in something called a mood, those expressions and body language can mean something completely different than when you’re not in a mood.

     You seem to recognize those combinations and moods of other people so quickly and easily that maybe it is something built into your brain that is not built into the brain of some people who are different.

     So it might be helpful if you didn’t expect people to automatically know what you’re feeling from your expression or body language. Instead you could explain what you’re feeling, how your body feels when you have that feeling, how other people can tell you’re feeling that way, like what signs and clues they see on your face and body, and what happened to make you feel that way.

     Because one time, tears in your eyes might mean you’re sad, but other times, it might mean you’re relieved or happy, like in a movie where a nice pet gets home safely to his owner. Or it might mean you’re missing good times you had a long time ago, or you’re angry or embarrassed because someone yelled at you, or you’re frustrated because you can’t do something.

     Do you see how many things tears could mean? This is not easy to learn or remember.

     So if someone is having trouble understanding feelings, maybe you could tell him, The word feelings is used in many different ways. Sometimes it means physical reactions, like something sharp poking you, or hot water burning your hand, or feeling sick in your stomach from eating too many cookies.

     Sometimes it means emotions, which happen when something you see or hear or think about becomes important to you, instead of just being something you see or hear or think about. When you have an opinion that something you see or hear or think about is good or bad, and you want to do something about it, like stop it or keep it going, that is an emotion, not just a thought. Maybe that would be a good way to explain feelings to someone who is different.

     When you’re trying to explain feelings, maybe you could try not to use other Feeling words. On Star Trek The Next Generation, Geordi was trying to explain about being angry to Data, who doesn’t understand feelings, too. But Geordi kept using other feeling words to explain what being angry was like. This might not be very helpful.

     Instead, you could tell them that when something happens that you didn’t expect to happen, that is called Surprised. You can like the surprise, like a birthday gift, or not like the surprise, like when someone cooks chicken when you wanted spaghetti.

     When your mind has many thoughts all jumbled together, especially about something new and interesting, and you want to express those thoughts, that is Excited.

     When you like what you’re doing and you want to keep doing it, that could be Happy.

     When you don’t like something and your heart is beating fast and you want to get away and your stomach is spinning around, that could be Scared. Unless you ate too many cookies, then it might just be sick.

     Some people can’t put themselves in your place. Sometimes you can guess what someone else will say or do by playing a movie in your head. You can actually make a moving picture in your head that puts yourself in the other person’s position, then you guess what you would say or do in that situation. That is really interesting that you can do that, it must be very helpful, but some people who are different can’t do that at all.

     If a man is waiting at a ticket booth and the ticket booth runs out of the tickets just before they get to that man, and he gets mad, you’re probably not surprised. You know what you would feel like if that were you, so you have some idea what he feels like. But I would be surprised, because I can’t imagine myself in his position.

     Even if that had happened to me one time, I never think that is the same as it happening to someone else. My head just doesn’t make that connection at the time.

     One way I learned you teach little children to be nice to other children is to say, How would you like it if he did that to you? Then the little child thinks, I wouldn’t like it, so I shouldn’t do it to him. But some people can’t put themselves in anyone else’s position, they just don’t have any way to do that in their head, or maybe that area of their head is very weak.

     That is why a person who is different might do things that seem not polite to you. Maybe you could remember that he doesn’t mean to be not polite. If he does something wrong, like cutting in line, maybe you could tell him that what he did is not allowed, it is against the rules. Because if you tell him that cutting in line makes everyone else feel sad or mad, and how would he like it if people cut in front of him, he might not understand what you mean. He might agree with you that he wouldn’t like it if someone did that to him, but he might never understand that other people feel the same way as he would.

     That happens to me all the time and I still haven’t figured it out. Just because my head knows how something feels to me, or what I would do in a situation, doesn’t mean my head knows how it feels to someone else, or what they would do.

     That connection never happens in my head automatically, someone else always has to tell me. I don’t do it on purpose, my head just doesn’t jump from what I am doing to what someone else would do, or from what someone else is doing to what I would do.

     In fact I learned that many times a situation feels very different to someone else than it does to me, and that someone else would do something completely different than what I would do in that situation.

     I would return money if I found it on the ground, but I learned many people would not. So I’ve never figured out how people can put themselves in someone else’s place if there are some situations where people would all do such different things. I would not know when it is a time for doing what other people would do, and when it is a time where everyone would have a different reaction.

     So mostly I just try to let each person be himself, and I treat each person as very different from any other person, I try to watch carefully what each person does and what he says and how he feels about things, and I try to understand that one person. It is easier than trying to learn about people in groups, because I learned each one is so different.

     So it might be helpful if you didn’t expect someone who was different to know what you are interested in, or what you’re feeling, or what you want to do. Because he probably can’t understand you based on his understanding of himself, or his understanding of anyone else. He needs to learn all about you first, before he can understand you.

     Instead you should just tell him what you are interested in, what you’re feeling, and what you want to do. Maybe you could also tell him what your expressions and tones of voice mean and what he should do when he sees those expressions and hears those tones of voice from you.

     That is another reason why people who are different seem to do best with people who are very friendly and talk a lot. Because those people explain and express everything they think and feel, which is helpful to people who are different.

     It might be a mistake if you try to figure out someone who is different, based on your understanding of yourself or other people who are not different. Because he might not see or hear or think or process information the same way you do. So you shouldn’t think you know what someone who is different is seeing, hearing, thinking, or feeling, if you’re basing your guesses on what You would be seeing, hearing, thinking, or feeling.

     You shouldn’t even compare one person who is different to another person who is different. Instead you have to learn about that one person. Maybe you could ask him what he is interested in or what he wants to do, instead of assuming that you know. If he doesn’t know or can’t say, then you could guess, but it should be based on what he has been interested in or wanted to do before, not in what you would be interested in or would want to do if you were in his place. Because remember, you can’t really be in his place.

     Some people might get confused when things change or when things go wrong. Some people who are different like routines. They like to know what is going to happen next, and they like it to be the same thing that happened last time. When information, which is sights, sounds, tastes, smells, and touches, goes into their head, if it is information they’re used to because they’ve had this information before, it can go into their head on the same pathways to the same places and get processed the same way as before.

     So if someone learns that a picture hanging on a wall usually hangs straight, if they see a picture hanging straight, that information is easy to process because it is the same as before. It goes along the same pathways to the same places, maybe those places are checkpoints that decide what the information means. Like it is flat, it is colorful, it is scenery, it is hanging straight on the wall. So it gets to the same result. It is a picture.

     But if a picture is hanging crookedly, it might start being processed along the same pathways to the same checkpoints, but then it might suddenly stop at some checkpoint because something is not the same as before so some checkpoint made a different decision about the information.

     Then the information might go off that pathway along different pathways, and whenever different pathways have to be used they could turn out to be bad ones, which means the information could just stop completely or get backed up or go off on wrong pathways. So it might never get to the same result, that it is a picture, or it might finally get there, except that it took longer and was a lot more work.

     You seem to learn general things, like shirts hang in a closet, then you can process little changes about those things easily and quickly, like the shirts are still shirts hanging in a closet no matter what order they’re in, or if one has fallen off its hanger a little, or if pants have accidentally got mixed into the shirts.

     But some people who are different learn specific things, like when they learn about shirts hanging in a closet, they learn those exact shirts in that exact order. Anything different that they see next time is not what they learned.

     Maybe it is like kids who learn to read by memorizing the shapes of letters, instead of by phonics. They can read Sat because they learned s and a and t equal Sat. But they can’t read Cat, because the c changes everything.

     So if you see a person at an amusement park, like Disneyland, and he is doing something that looks strange to you, like rocking back and forth or hitting his head with his hand, maybe a ride was closed when he didn’t expect it to be. Some persons who are not different get mad when that happens, this is called a tantrum.

     But some people who are different might not be mad, maybe they’re just having a hard time processing the new information that the ride is closed. Maybe the new information isn’t going in the right pathway or maybe the pathway isn’t working right so the information isn’t going in at all, it is getting backed up and overloading the person’s head. Then doing one simple thing over and over, like rocking, can calm down an overloaded head and get the information processing more smoothly again.

     If something goes wrong, or something is different from what they expected, some people can’t do something new until the wrong thing is cleared up. If you could fix the wrong thing, that would be the best, like if the ride at Disneyland could open again.

     But if you can’t fix the wrong thing, maybe you could explain why it needs to stay wrong or why it is actually better that it is wrong. You could tell them the ride needs to be closed for repairs, because if it didn’t work well, it would be a dangerous ride, and that would not be good for little children, so sometimes they need to close it for repairs. Or you could tell them that it is actually good the ride is closed because now you have extra time to go on another ride twice.

     Some people talk in unusual ways. Some people who are different talk a lot, they say funny things or sometimes strange things, at the wrong times or the wrong places. This is because they don’t know which things you think are right to say and which things you think are wrong. They don’t know which times you think are the right times to say things, and which times you think are the wrong times. They don’t know which places you think are the right places to say them in, and which places are the wrong places.

     Those kinds of Right and Wrong depend on many things that might be easy for you to put together and remember, but that are hard for some people who are different. Their ideas of what are the right things, the right times, and the right places might not be the same as yours. So they’re not trying to be rude or strange, they’re just doing the best they can to pick the things they think are right and say them at the times and places they think are right.

     So it might be helpful if you could smile and say something kind, maybe you could say, Yes, that is a funny story, and you told it very well, did you know that funny stories usually aren’t told in church, because this is a time and place to be more quiet, but I would like to hear another funny story right after church in the lobby, which would be the best time and place.

     Some people might not say their own words, instead they might repeat what you say. If you say, How are you? they might say, How are you? If you meet someone who does this, maybe you could answer your own question with a cheerful voice and say, I’m fine, this is a beautiful day. Because keeping someone’s attention is a good start.

     Some people might say, “I’m fine” when you ask them what their name is. Or if you ask them, What TV shows do you like? they might say, Birds like to fly. That might sound strange, but it is an interesting thought in their head so maybe you could talk about that thought. You could say, They do like to fly, eagles and hummingbirds are some types of birds who like to fly.

     Because keeping their attention on interesting thoughts is more important than making them answer a question that isn’t processing in their head. Maybe you could find a bird show on TV, then ask them what other TV shows they like. That might connect birds with TV in their head, which is the question you wanted them to answer.

     Some people have flat voices, their voice might not go up or down very well. Or they might not talk at all or they might use sign language. Talking isn’t the most important thing, communicating is more important. I don’t say many words because they get all jumbled up and stuck between the thinking part of my head and the speaking part of my head. Maybe that pathway is bad. But the pathway is okay between my thinking area and my hands, so I can do sign language and type on the computer.

     Also when I’m trying to find the right words to say, many people are already talking about other things. I have a lot of information in my head but it is all organized in places and I have to find it before I can say things or answer questions. Most people talk too fast and jump around subjects too fast to keep up.

     Also I get distracted because most people don’t stand quietly, they move around and wave their hands and change their expressions a lot. That is interesting and it makes my head pay attention to you, which is good, but sometimes it makes my head stop trying to think of words.

     So it might be helpful if you didn’t do too many distracting things when someone who is different is talking to you, or when you’re talking to them. It is good to be an interesting person in between those times, that might keep their attention, but during the talking times, it might be distracting. Maybe you could just stand quietly when you talk and listen, then you could become interesting again so they’ll keep paying attention to you.

     Some people don’t use their eyes the same way you do. Some people who are different might stare at you, and others might not look at your face at all. But just because they’re not looking at your face doesn’t mean they’re not listening to you. Sometimes they’re concentrating so hard on what you’re saying, they don’t want any information coming in their eyes to distract them. So they might look at the floor or off to the side. If they make some reaction to what you’re saying, even just a little reaction, probably they are paying attention. If you’re not sure, you could just say their name or you could ask, Can you hear me okay?

     Some people tilt their head to the side when they look at things. Sometimes the information they’re learning from the front is getting to be too much or too strong. If they turn their head to the side, the information becomes different, because now they’re looking at it from a different direction. So the information coming in from the front stops, which could give their head a chance to catch up.

     Or it might be the opposite, the information is not strong enough from the front, maybe because it is coming along a pathway that is not working very well. If they turn their head to the side, the information becomes different and maybe goes in on a different pathway that is working.

     Also they might want to see what something looks like from different directions, if it stays the same object when they turn their head sideways. You might know that it does, but the person who is different might not know that. So he has to learn it by himself.

     Some people are awkward when they walk or run or jump or play games. Some people who are different can do these things very well, but others might do them stiffly. But that doesn’t mean you shouldn’t ask them to try activities like sports, because usually they don’t even know they’re awkward because they don’t compare themselves to other people anyway. Sometimes it is people who are Not different who do more comparing.

     You might be surprised that many people who are different will not try to beat you at games. Instead they might just do the game because they like the thoughts that game puts in their head, or how that game makes their body feel. Or they might be trying to accomplish the goal of that game, which might be winning. But trying to accomplish the goal of winning is not the same as trying to beat you.

     Some people who are different don’t understand winning and losing, they might be surprised when you get excited about winning or losing. They just play one game, then they move on to another game. All I think is that I either do the goal or not, it is just a fact whichever way it turns out, like sometimes it is sunny and sometimes it is cloudy.

     So if you play games with someone who is different, you don’t have to let them win just because you think they’ll like that. Maybe you could ask them what they’re trying to do in this game, then maybe you could help them accomplish that goal instead of thinking they must want to beat you. Because beating you might not be in their mind at all, so it might be good if you didn’t put that in their mind, because sometimes people who are not different seem to pay too much attention to beating other people.

     Some people have different imaginations than you do. Some people who are different have very good imaginations, they make up stories and jokes, and they like to play Pretend and Wish games. Other people don’t do this at all, they don’t understand things that are not real, like trolls or talking rabbits on Bug Bunny, or how a toy horse could pretend to do real horse things.

     When I put my hand on a toy horse, my hand doesn’t do anything, I think because my head doesn’t know what to make the toy horse do, like if it should move fast or slow or in which direction or how far. But mostly my head doesn’t know why I would want to do this with a toy horse.

     Maybe you could notice if someone is understanding you when you talk about make-believe things. If they’re not, it might be helpful if you explained to the person who is different that they’re just make-believe.

     Some people will take everything you say just the way it sounds. This is called literal thinking, which means they believe the exact words you say. They might have a hard time understanding things like What If, or expressions like, It is raining cats and dogs. It might be helpful if you picked clear words that mean exactly what they say, direct words, instead of phrases that just suggest something.

     Of course if the person understands those phrases and likes learning about them, you should use them, and teach him more about them. Maybe he thinks they’re funny.

     Some people have a different sense of humor than you do. Some people who are different will laugh at things you don’t think are funny, but they won’t laugh at things you do think are funny. If everyone else laughs, they might laugh too, but they might not really know why they’re laughing.

     Maybe humor is so hard to understand because humor is usually when something doesn’t fit, when you expect something to mean one thing when it is actually being used to mean something else in a way that surprises you. The problem is, some people don’t even understand how things fit in the normal way, so they can’t recognize when it is not fitting that way.

     They might recognize when something doesn’t fit in a big, clear way, like putting a beard on a lady. Some people who are different can recognize that and would think it is very funny. But other people might just think that is wrong, they might even think their eyes are giving them wrong information, because beards and ladies should not go together, from what they learned.

     But the interesting thing is, most people who are different like humor a lot, maybe because it makes other people laugh, which is a friendly sound. When people are laughing, there are good thoughts all around them and all around the room they’re in. When people are laughing, they usually like other people at that time.

     So you should do humor with everyone, but if some people who are different don’t understand complicated jokes, you should pick jokes that are more clear and you should laugh so the person knows it is a joke, and not something serious that he should be trying to add to his head about the world.

     Some people know they’re different, and some don’t. Should you ask someone who is different what condition he has? And if you don’t really understand that condition, should you ask him to explain it to you?

     I like people to know how I’m different so they’ll know why I act in the ways I do, and so they might not act in ways I won’t understand. And I would like them to learn about all kinds of conditions, because how will they know about that person’s world if no one tells them? Just like people who are different can’t learn about your world if you don’t tell them about it. When no one knows anything about the other person’s world, everyone just stands there and doesn’t know what to do because they’re afraid to do something wrong.

     So I think you should ask the person or his parents or friends, politely. If they don’t want to tell you, at least you tried and you should know that you did the right thing.

     Some people don’t mind being different. There are many good things about being different. I noticed that when you don’t understand other people who are different from you, many times you’re afraid of those people. But I noticed that the people who are different seem much more open about accepting you.

     People who are different don’t seem to be very prejudiced against people who are different colors or different backgrounds or who have handicaps like no legs. Not being prejudiced is a good thing.

     Even though people who are different sometimes get upset about things that seem like nothing to you, they are sometimes much calmer than you are in real emergencies. Maybe they don’t think quickly enough to understand that this is an emergency, or maybe they don’t get as involved as you do with your feelings. They use their thoughts more instead of their feelings and they do everything at their own set speed, no matter what the environment or situation. This can be very helpful when everyone else is rushed and panicky.

     People who are different sometimes understand animals very well. Animals don’t talk, which makes it harder for most people to understand them because you depend so much on talking. But not talking actually makes it easier for some people to understand animals better.

     People’s talking can be hard to figure out because you use many similar words to mean the same thing, like great and wonderful and excellent and terrific. You use opposite expressions like Oh Joy, when you really mean something is not very good, like you have to clean the garage. You tell people you like their new shoes when you really don’t. You say sharp things, then you say you didn’t really mean them. You use strange expressions like Two peas in a pod, when you just mean something is like something else. This is all very complicated to figure out.

     But animals make very clear and simple sounds, they usually say what they mean, and they usually mean what they say. They show very clear and simple body signals, which is not like people, who have lots of complicated body signals that change very fast.

     And I think animals do some telepathy, I think their minds send out signals which are very quiet, but most people have such a busy mind, so many thoughts jumping around in your mind, you can’t hear the signals or you have no room for them.

     But some people who are different have minds which are much quieter and not as busy, and sensitive nerves, so they can hear these signals and they have room to let these signals in, and these signals are interesting enough to catch their attention, and simple enough to process.

     People who are different can sometimes see things more clearly than you can, because they see things more simply. Sometimes things are complicated and you do those complicated things better than people who are different. But sometimes you worry too much about little things that are probably not going to happen, or you worry about someone being mad at you or looking dumb, so you make simple things more complicated than they have to be, and you don’t do things you could have done if you didn’t worry so much about what other people thought.

     People who are different sometimes have simple words and simple thoughts and simple ideas, but sometimes those are the best ideas. Maybe you could try them sometimes, maybe you would be more relaxed. Then maybe you would be able to hear the animals.

     So I think it is okay to be different.

     On Star Trek The Next Generation there was an episode called Tapestry. Captain Picard went back in time and changed some things he didn’t like about his past, some of the things he had done in his past. But when he came back to the present, everything had changed. Because of the changes he had made in his past, he was a changed person in the present. He found out he didn’t like this new person, so he went back to the past again and changed it all back.

     That episode was called Tapestry because a tapestry is a heavy cloth with a complicated design woven into one solid piece. Every little thing about you and every little thing you do adds together to form the tapestry of your life. If you go back and pull out part of the design, it changes the design.

     So even if I could change my being different, I don’t think I would want to. I wouldn’t want to make me a changed person from who I already am. Because I think I’m a good person and I like myself.

  • Computer Technology and Autism

     The use of computer technology with autistic individuals ought to be based on the 
     person and not on any available technology for handicapped persons.

     The computer-aided technology may be useful in:

         Assessment of learning skills,
         Computer-aided teaching, and
         Assistance in communication.

    To return to the more immediate implementation of computer-aided solutions, especially within the
    field of computer-aided teaching, one will have to look and see which existing programs are most
    suited to the person’s learning abilities, and not forget to examine non-specialized programs, whether this concerns educational programs or games. Some games, for instance, can provide an opportunity for learning social skills: learning to play in turns for example, or computer simulation in a known environment can help the person learn basic rules, frequently impossible in a real situation.

    The choice of activities and exercises, adapted to the level of acquisition and emerging abilities, will
    depend on the assessment. It is these exercises that will have to be integrated into a computer
    program. A great many exercises, which are well adapted to the specificity of the autist’s learning
    difficulties, already exist.

    Programs such as word processing programs or digital painting programs are another source of assistance. Many autistic people frequently have difficulty executing a task such as writing or drawing. This does not involve a lack of artistic ability but rather difficulties linked to disorders accompanying their handicap, motor problems, precise coordination, etc.

    For autistic people, who do manage to learn to read and write, communication using a computer
    keyboard, either displayed on a computer screen or printed up, could be easier than verbal
    communication or reception, especially due to the marked preference shown by a high number of autistic people for visual stimuli but also because of the permanence of visual stimuli compared with
    the transitory nature of auditory stimuli.

    Computer technology accepts a certain degree of error. Word processing programs correct spelling mistakes, and computer-aided graphics programs allow you to go back over the drawing if it is not
    quite right. This type of program can be used to help a person tell a story, either with the use of
    text or with the help of drawings, or even both at once. This can be done individually or collectively. Some musical multimedia programs can be helpful too.


    As far as teaching to promote socialization and basic rules are concerned, fairly good educational programs are now available.

  • Faceblind

    Face Blind! - Bill's Face Blindness Pages

    Preface

    This is the world’s first (and to date only) book about face blindness. It has been published on the Internet so people in all lands can have access to it readily, and so it can be continuously updated.

    In these pages, you will find information, much of which is not available anywhere else at this time. Until people with this rare condition began to meet each other on the Internet in mid-1996, assembling this kind of information would not have been possible. Even researchers who have had hopes of specializing in this condition have been frustrated by having seen only a handful of subjects over a lifetime. With the advent of the Internet, face blind people are coming together in heretofore unheard of numbers, and much is being learned with each passing month.

    This document was first published as “Bill’s Face Blindness Pages” in January, 1997, based on information learned in the fall of 1996. Since then, it has grown considerably, to become the document you will now see.

    Face Blind!

    Chapter 1

    Introduction

    Bill

    Let Me Introduce Myself

    Hi! My name is Bill, I’m fifty-five years old, and I have long black curly hair and a mostly-white beard. I live in San Francisco. If you’re like me, it helps a lot to remember what people have said if you have an image of them – all of them, not just the face – in your mind first. So with each chapter I’ve provided a photo. (Note: The photo you see is now five years old, but it will remain here for historical reasons.)

    I was born with a condition that makes it difficult for me to recognize faces. There is a small part of the brain that is dedicated to that job, and though it is small, when it comes to recognizing faces, it is very very good. In me, that part doesn’t work, making me blind to all but the most familiar of faces. To help you understand this, let me compare it to two conditions you are probably more familiar with.

    People who are “tone deaf” are not deaf to tones. They can hear tones, they just can’t tell them apart. People who are “color blind” can see things that are in color. They just can’t tell colors apart. Similarly, I can see faces. I just can’t tell them apart.

    The main impact of this is, of course, that I find it much harder to recognize people than most people do. I have my ways, but they are slower and more tedious to use than the face method I lack.

    How Bad Is It, To Be Face Blind?

    That, of course, will unfold in these pages. But it is a real disability, and its effects on one’s life are not trivial. To give you an idea of just how “bad” it is, let me tell you about two things that have happened to me, and one that happened to a face blind friend.

    Once around mid-day I met my mother on the sidewalk and did not recognize her. We walked towards each other, and passed within two feet of each other, on a not-too-busy sidewalk in a neighborhood shopping district. The only way I know about this is because she told me about it that night. She was not amused at all by this incident, and she has never forgiven me for it.

    Another time I was on a hike with about twenty guys. The group spread out along a trail, and I talked for about half an hour with a guy in blue jeans. We parted, and after about fifteen minutes I began talking to a guy in red shorts. When I started the conversation with the usual introductory questions, he gave me a strange look and said we had just talked before. I denied having ever seen him before, and mentioned not having talked to anyone in red shorts. He said it had gotten warmer and he had ducked into some bushes to change. And then he recited back lots of the stuff we had talked about half an hour before.

    And my face blind friend, a man in New York, tells his tale: “Some idiot here at work got mad at me this morning because he stood right next to me on the subway and he says that I ignored him. I gave him an icy stare and said, ‘Did you say anything to me? I probably did not recognize you.’ He then proceeded to tell me that he was standing right next to me and I ignored him. I told him that I didn’t see him and he should have said something. Then he told me that he was right in front of me and what was I, blind? I told him to bugger off if he couldn’t be friendly. And I started to tell him that I was face blind, but he had already been such a jerk about the entire thing that I just walked away.”

    So that’s how “bad” it is.

    A Caveat

    I want to say it up front: Your mileage will vary. Not may, will. Every person is different, but this is particularly so in the case of people who share a condition but grow up isolated from each other. Contributing to that difference as well is the fact that face blindness tends to isolate you from people in general.

    What you’ll see here is how it is, or how it has been, for me. Or, you’ll see how it has seemed to me from what others have said about themselves. What you’ll get here is a view, relatively rare in the literature, of how things seem from “the inside.” I reiterate that am not a professional. What you will not get is a guarantee. Pick and choose whatever you want that will help you. And feel free to discard anything that isn’t you.

    I delight in hearing from others how it is for them, whether it be a resounding “me too,” or a description of how for them it is different. Every one of us on this planet is unique. I don’t expect you to be exactly like me.

    In this same vein, please do not expect me to be exactly like you. Please do not write to argue that “I have it all wrong” because in your experience it is different. Just let me know how for you it is different (That I expect!) as well as how it is the same. If you have comments, they are welcome. Much of the information you see is here because of correspondence with others.

    About These Pages

    First, I’d like to share with you my story. Face blindness is as old as the human race, so why, one might wonder, did we have to wait all this time, until this guy born in 1946 in the Illinois Ozarks came along, for all of this to be brought together? That tale will be told.

    Thereafter, these pages will follow a progression that is appropriate for you to learn about face blindness. To understand things best, you’ll need to consider first how most people recognize others and then how we do. After you’re familiar with how our recognition systems work, you’ll well appreciate how they can cause us to lead different lives in the ways we relate to people, such as emotionally, sexually, and socially. And finally, with a broad understanding of face blindness under your belt, you’ll be ready to use that knowledge to improve your life.

    Not surprisingly, you may find the earlier technical stuff the most dry. At the end of each chapter a table of contents is provided, so you can jump ahead, and around, all you want, with ease. If you do that though, you will miss stuff, so do come back to the earlier chapters. Not only will you miss things if you jump around, but also you may not understand the later chapters as well without having read the earlier ones. So I would recommend you take it all in order, if you can.

    We first look at how this all came to be.

    “Face Blind!” – Table of Contents
    Chapter 1Introduction – YOU ARE HERE
    Chapter 2Discovering Face Blindness – NEXT
    Chapter 3Physical Causes of Face Blindness
    Chapter 4The Importance of Recognizing Others
    Chapter 5How Most People Recognize Others
    Chapter 6Ways To Recognize Others Without Using the Face
    Chapter 7How Non-Face Recognition Methods Work in Practice
    Chapter 8A…Bill: How I Tell People Apart
    Chapter 8B…Pertti: Recognition System – The Essence Model
    Chapter 9Effect of Face Blindness on Emotions
    Chapter 10Effect of Face Blindness on Sexuality
    Chapter 11Effect of Face Blindness on Your Social Groups
    Chapter 12Understanding Why People Choose To Look Alike
    Chapter 13Ways To Improve Our Lives
    Appendices
    Appendix AHow To Find Medical Articles on Face Blindness
    Appendix BGetting Diagnosed (Tested) for Face Blindness
    Appendix CLinks to Other Face Blind People
    Appendix DAuthor’s Information Page

    This document is copyrighted. For information, or to contact the author, go to Appendix D, the Author’s Information Page.

    Text of this chapter last revised January 1, 2002.

  • Toll Free Numbers of Disability Organizations

    The following is a selected list of toll-free numbers for national organizations concerned with disability and children’s issues. There are also many national disability organizations providing services and information which do not have toll-free numbers. 

    Note: 
    Telephone numbers are designated either Voice (V) or Text Telephone (TTY), indicating their accessibility to TTY users. Spanish-language resources are also indicated. 
    ____________________ 
     

    AMERICANS WITH DISABILITIES ACT (ADA)  

    Disability Rights Education and Defense Fund ADA Technical 
    Assistance Information Line 
    1(800) 466-4232 (V/TTY) 

    Equal Employment Opportunity Commission 
    1(800) 669-3362 (V) 
    1(800) 800-3302 (TTY) 

    Job Accommodation Network 
    1(800) 526-7234 (V/TTY) 
    1(800) 232-9675 (V/TTY; ADA Information) 

    U.S. Architectural and Transportation Barriers 
    Compliance Board — Access Board 
    1(800) 872-2253 (V) 
    1(202) 272-5449 (TTY) 
    1(800) 993-2822 (TTY) 

    U.S. Department of Housing and Urban 
    Development — HUD User 
    1(800) 245-2691 (V) 
     

    ASSISTIVE TECHNOLOGY/DEVICES  

    AbleNet 
    1(800) 322-0956 (V) 

    Apple Office for Special Education Material 
    1(800) 732-3131, ext. 950 (V) 

    AT&T Accessible Communications Product 
    Center 
    1(800) 233-1222 (V) 
    1(800) 896-9032 (TTY) 

    IBM Special Needs Information Referral Center 
    1(800) 426-4832 (V) 
    1(800) 284-4833 (TTY) 

    TECHKNOWLEDGE 
    1(800) 726-9119 
    1(404) 894-4960 (V; Atlanta Metro Area) 
     

    BLINDNESS/VISUAL IMPAIRMENTS  

    American Council of the Blind 
    1(800) 424-8666 (V/TTY) 

    American Foundation for the Blind 
    1(800) 232-5463 

    Blind Children’s Center 
    1(800) 222-3566 (V) 
    1(800) 222-3567 (V; in CA) 

    Hadley School for the Blind 
    1(800) 323-4238 (V) 

    Job Opportunities for the Blind 
    1(800) 638-7518 (V) 
    1(410) 659-9314 (V; in MD) 

    Lighthouse National Center for Vision and 
    Child Development 
    1(800) 334-5497 (V) 
    1(212) 821-9713 (TTY) 

    National Association of Parents of the 
    Visually Impaired 
    1(800) 562-6265 

    National Society to Prevent Blindness 
    1(800) 331-2020 (V) 

    Recording for the Blind 
    1(800) 221-4792 (V) 

    The Foundation Fighting Blindness 
    1(800) 683-5555 (V) 
    1(410) 785-1414 (V; in MD) 
    1(410) 785-9687 (TTY) 
    1(800) 683-5551 (TTY) 
     

    BURNS  

    Phoenix Society 
    1(800) 888-2876 (V) 
     

    CANCER 

    Cancer Information and Counseling Line 
    1(800) 525-3777 (V) 

    Candlelighters Childhood Cancer Foundation 
    1(800) 366-2223 (V) 

    National Cancer Information Service 
    1(800) 422-6237 (V; English/Spanish) 
     

    CHILD ABUSE 

    Clearinghouse on Child Abuse and 
    Neglect/Family Violence Information 
    1(800) 394-3366 (V) 

    National Resource Center on Child Sexual Abuse 
    1(800) 543-7006 (V) 
     

    COMMUNICATION DISORDERS 

    National Institute on Deafness and Other 
    Communication Disorders Clearinghouse 
    1(800) 241-1044 (V) 
    1(800) 241-1055 (TTY) 
     

    CRANIOFACIAL SYNDROMES  

    Children’s Craniofacial Association 
    1(800) 535-3643 (V) 

    FACES — National Association for the Craniofacially Handicapped 
    1(800) 332-2373 (V) 
     

    DEAFNESS/HEARING IMPAIRMENTS  

    American Society for Deaf Children 
    1(800) 942-2732 (V/TTY) 

    Better Hearing Institute 
    1(800) 327-9355 (V/TTY) 

    Deafness Research Foundation 
    1(800) 535-3323 (V/TTY) 
    1(212) 684-6559 (V/TTY; in NY) 

    Hear Now 
    1(800) 648-4327 (V/TTY) 

    John Tracy Clinic 
    1(800) 522-4582 (V/TTY) 
    1(213) 748-5481 (V; in 213 area) 
    1(213) 747-2924 (TTY; in 213 area) 

    National Hearing Aid Society 
    1(800) 521-5247 (V) 

    National Institute on Deafness and Other 
    Communication Disorders Clearinghouse 
    1(800) 241-1044 (V) 
    1(800) 241-1055 (TTY) 

    TRIPOD (Information for parents of deaf 
    children) 
    1(800) 352-8888 (V/TTY) 
    1(800) 287-4763 (V/TTY; in CA) 
     

    DISABILITY AWARENESS 

    Kids on the Block 
    1(800) 368-5437 
     

    EDUCATION 

    American Association for Vocational Instructional Materials 
    1(800) 228-4689 (V) 

    Association for Childhood Education International 
    1(800) 423-3563 (V) 

    National Center for Research in Vocational 
    Education 
    1(800) 762-4093 (V) 

    National Center for School Leadership 
    1(800) 643-3205 (V) 

    U.S. Office of Educational Research and 
    Improvement 
    1(800) 424-1616 (V) 
     

    EMPLOYMENT  

    Equal Employment Opportunity Commission 
    1(800) 669-3362 (V) 
    1(800) 800-3302 (TTY) 

    Job Accommodation Network 
    1(800) 526-7234 (V/TTY) 
    1(800) 232-9675 (V/TTY; ADA Information) 

    Job Opportunities for the Blind 
    1(800) 638-7518 
    1(410) 659-9314 (V; in MD) 
     

    FINANCIAL COUNSELING  

    National Foundation for Consumer Credit 
    1(800) 388-2227 (V) 
     

    HOSPICE  

    Children’s Hospice International 
    1(800) 242-4453 (V/TTY) 

    HOSPICELINK 
    1(800) 331-1620 
    1(203) 767-1620 (V; in CT) 
     

    INFORMATION SERVICES  

    ABLEDATA/National Rehabilitation 
    Information Clearinghouse 
    1(800) 346-2742 (V/TTY) 

    ACCESS ERIC 
    1(800) 538-3742 (V) 

    BRS Information Technologies 
    1(800) 289-4277 (V) 

    National Easter Seal Society 
    1(800) 221-6827 (V) 
    1(312) 726-4258 (TTY) 

    National Information Center for Children 
    and Youth with Disabilities (NICHCY) 
    1-800-695-0285 (V/TTY) 

    National Information Clearinghouse for Infants with Disabilities 
    and Life Threatening Conditions 
    1(800) 922-9234, ext. 201 (V/TTY) 
    1(800) 922-1107, ext. 201 (V/TTY; in SC) 

    ODPHP National Health Information Center 
    1(800) 336-4797 (V) 

    Office of Minority Health Resource Center 
    1(800) 444-6472 (V) 
     

    LITERACY  

    National Literacy Hotline 
    1(800) 228-8813 (V) 
    1(800) 522-9097 (TTY) 
     

    MEDICAL/HEALTH DISORDERS  

    American Association of Kidney Patients 
    1(800) 749-2257 (V) 

    American Brain Tumor Association 
    1(800) 886-2282 

    American Diabetes Association 
    1(800) 582-8323 (V) 

    American Kidney Fund 
    1(800) 638-8299 (V) 

    American Liver Foundation 
    1(800) 223-0179 (V) 

    American Lupus Society 
    1(800) 331-1802 (V) 

    Asthma and Allergy Foundation of America 
    1(800) 727-8462 

    Chronic Fatigue and Immune Dysfunction 
    Syndrome Association 
    1(800) 442-3437 (V) 

    Federal Hill-Burton Free Hospital Care Program 
    1(800) 638-0742 (V) 
    1(800) 492-0359 (V; in MD) 

    Leukemia Society of America 
    1(800) 955-4572 (V) 

    Lupus Foundation of America 
    1(800) 558-0121 (V) 
    1(800) 558-0231 (V; Spanish) 

    National Association for Sickle Cell Disease 
    1(800) 421-8453 (V) 

    Shriners Hospital for Crippled Children 
    1(800) 237-5055 (V) 
    1(800) 282-9161 (V; in FL) 

    United Ostomy Association 
    1(800) 826-0826 (V) 
     

    MENTAL HEALTH  

    National Alliance for the Mentally Ill 
    1(800) 950-6264 (V) 

    National Clearinghouse on Family Support and 
    Children’s Mental Health 
    1(800) 628-1696 (V) 

    National Mental Health Association 
    1(800) 969-6642 (V) 
     

    MENTAL RETARDATION 

    American Association on Mental Retardation 
    1(800) 424-3688 (V) 

    The Arc 
    1(800) 433-5255 
     

    NUTRITION 

    Beech-Nut Nutrition Hotline 
    1(800) 523-6633 (V) 

    Gerber Consumer Information 
    1(800) 443-7237 (V) 
      

    PHYSICAL DISABILITIES  

    National Spinal Cord Injury Hotline 
    1(800) 526-3456 (V) 

    Human Growth Foundation 
    1(800) 451-6434 (V) 

    Physically Challenged Resource Center 
    1(800) 255-9877 (V) 
     

    RARE SYNDROMES  

    Alliance of Genetic Support Groups 
    1(800) 336-4363 (V) 

    National Information Center on Orphan Drugs 
    and Rare Diseases 
    1(800) 456-3505 (V) 

    National Organization for Rare Disorders 
    1(800) 999-6673 (V/TTY) 
     

    RECREATION  

    Adventures in Movement for the 
    Handicapped, Inc. 
    1(800) 332-8210 (V) 

    Magic Foundation 
    1(800) 362-4423 (V) 

    North American Riding for the 
    Handicapped, Inc. 
    1(800) 369-7433 (V) 

    Sunshine Foundation 
    1(800) 767-1976 (V) 
     

    REHABILITATION 

    Clearinghouse for Rehabilitation and 
    Technology Information 
    1(800) 638-8864 (V) 
    1(800) 852-2892 (TTY) 

    National Clearinghouse of Rehabilitation 
    Training Materials 
    1(800) 223-5219 (V/TTY) 

    National Rehabilitation Information 
    Clearinghouse/ABLEDATA 
    1(800) 346-2742 (V/TTY) 
     

    RESPIRATORY DISORDERS  

    National Jewish Center for Immunology and 
    Respiratory Medicine — LUNGLINE 
    1(800) 222-5864 (V) 
     

    RESPITE CARE 

    Access to Respite Care and Help (ARCH) 
    National Resource Center, National Respite 
    Locator Service 

     

    RURAL 

    ERIC Clearinghouse on Rural Education and Small Schools 
    1(800) 624-9120 (V) 
    1(800) 344-6646 (V; in WV) 

    Rural Institute on Disabilities (Montana Univ. 
    Affiliated Program) 
    1(800) 732-0323 
     

    SPECIFIC DISABILITIES 

    Attention Deficit Disorder Association 
    1(800) 487-2282 (V) 

    Cleft Palate Foundation 
    1(800) 242-5338 

    Cooley’s Anemia Foundation 
    1(800) 522-7222 (V) 

    Cornelia de Lange Syndrome Foundation 
    1(800) 223-8355 (V) 
    1(800) 753-2357 (V; in CT) 

    Cystic Fibrosis Foundation 
    1(800) 344-4823 (V) 

    Epilepsy Foundation of America 
    1(800) 332-1000 (V) 

    National Down Syndrome Congress 
    1(800) 232-6372 (V) 

    National Down Syndrome Society 
    1(800) 221-4602 (V) 

    National Fragile X Foundation 
    1(800) 688-8765 (V) 

    National Multiple Sclerosis Society 
    1(800) 532-7667 (V) 

    National Organization for Albinism and Hypopigmentation 
    1(800) 473-2310 (V) 

    National Reye’s Syndrome Foundation 
    1(800) 233-7393 (V) 

    National Tuberous Sclerosis Association 
    1(800) 225-6872 (V) 

    Orton Dyslexia Society 
    1(800) 222-3123 (V) 

    Prader-Willi Syndrome Association 

    1(800) 926-4797 (V) 

    Spina Bifida Associations of America 
    1(800) 621-3141 (V) 

    Stuttering Foundation of America 
    1(800) 992-9392 (V) 

    Sudden Infant Death Syndrome Alliance 
    1(800) 221-7437 (V) 

    Tourette Syndrome Association 
    1(800) 237-0717 (V) 

    United Cerebral Palsy Associations 
    1(800) 872-5827 (V/TTY) 

    United Leukodystrophy Foundation 
    1(800) 728-5483 (V) 

    United Scleroderma Foundation 
    1(800) 722-4673 (V) 
     

    SUPPLEMENTAL SECURITY INCOME (SSI)  

    Social Security Administration 
    1(800) 772-1213 (V) 
    1(800) 325-0778 (TTY) 
    1(800) 392-0812 (TTY; in MO) 
     

    TRAUMA  

    American Trauma Society 
    1(800) 556-7890 (V) 

    National Brain Injury Association 
    1(800) 444-6443 (V) 

    National Spinal Cord Injury Association 
    1(800) 962-9629 (V) 

  • Autism and The Law

    Q. If you receive state funding for respite, Medicaid, job coaching, etcetera, will you be responsible to pay back the government for those services once the disabled parents pass away? Or as long as the proper special needs trust is set up and worded correctly then it won’t be automatically needed to be paid back?

    A. All special needs trusts are going to have a payback provision requiring payback for anything leftover at the end of the disabled person’s life. They can’t leave a succession plan for anything unless
    there is anything left after Medicaid gets paid back. Then they can set up a succession plan for that remaining money.

    Q. Are people with disabilities protected under the ADA or another law from HOA, Homeowner’s Association, requirements that would prevent them from living in their own home?

    A. A homeowner’s association, would not be able to prevent you from staying in your own home. I think what she means is preventing you from, if there is a prescription on putting a ramp or certain things on the exterior of your house, they are typically protected. You would have to show the necessity of whatever the offending addition to the property is, but yes, you are protected under the ADA. What you would end up doing is you’re looking for a declaratory judgment from a court saying you’re able to do that. You would essentially serve that upon your homeowner’s association.

    Q. If a conserved person has an auto accident or does something criminal, is the family financially responsible for any civil lawsuits that could be filed against the conserved person?

    A. The conservatorship doesn’t totally absolve them from liability. Yes, let’s say you have a person whose only property is conserved and they get themselves into an auto accident. They are still technically liable. The ability to go after the money is a little more difficult for the plaintiff, but yes, you’ll see it oftentimes.

    Yes, you do have liability exposure even if you’re the subject of guardianship or conservatorship. The actual fiduciary, the conservator, or the guardian, don’t have any liability for your actions unless you can show their gross negligence in, they gave them a car and they certainly shouldn’t have. They have to prove gross negligence or criminal negligence on behalf of the fiduciary. Then maybe you could get it together, but typically the liability doesn’t run to the fiduciary. If the fiduciary steals the money, then yes, they get in big trouble, but that’s a different question.

    Q. Is an advance directive a better option for an adult child with autism who is on the more able end of the spectrum so that as the parent you have to say over his care if he is not able?

    A. Yes, that’s exactly what it is. That’s exactly what the power of attorney or the healthcare proxy is going to do. It’s just going to be utilized when they’re not able to make those decisions or if they’re sick. It’s the least restrictive way of accomplishing that. It’s a relatively simple document to get in place. It should definitely be part of the package.

    Q. When do you think is a good time for a parent to start thinking about the challenges of conservatorship and guardianship? If it’s before the age of 18, how much of a time before that? How far in advance should you start thinking about this?

    A. At least a year. Luckily though, in most states, and most courts, it’s a quick process you’re able to start a guardianship proceeding. That doesn’t mean it’s going to be finalized quickly. You can usually at least get some type of immediate, emergency relief in the event that you need to do that. We call that an order to show cause.

    It’s an emergency motion you’re able to make to the court to say, hey we need to get this going. We need to be able to step in temporarily while you determine if the guardianship was necessary. Planning is very important, but know you can always get that emergency order if you need to. A year to two years beforehand, start getting things into place. You’re going to have to start talking to potential successor guardians. Are they going to be willing and in a position to step in if you’re unable to be the guardian? Yeah, one to two years I would say is appropriate.

    Q. Are there options for people who don’t have access to attorneys or who don’t have funds for attorneys? What would you suggest that people who don’t, have these concerns?

    A. I would contact your bar association. That’s the association of the attorneys of your area usually on the county level. They all have some type of pro bono service that would help a person who doesn’t have the means to actually retain an attorney. They’ll help you on a case-by-case basis. They’ll screen you. Every year firms handle a couple of pro bono guardianships through the bar associations. Absolutely, that’s a great resource.

    Q. Is there a limit to how many guardians you can put in place?

    A. That is a state-specific question. I know New York typically, we only like to have two guardians at a given time. Any more than that it becomes cumbersome to get anything done. Usually, the rule of thumb is two guardians at any time. You have three guardians, it’s hard to get three people to agree on anything and consult on every matter it makes it very difficult. Sometimes you can have a maximum of two with one as a monitor. Usually, it’s about two.

  • Sample Social Stories | Autism Pdd

  • Sample social stories | Autism PDD

    In response to a private message, I tried to gather social stories and other resources related to hitting, pushing, spitting and making noise.  Here they are:

    Alternatives to aggression

    http://www.vanderbilt.edu/csefel/practicalstrategies.html – Tucker Turtle social story about avoiding impulsive actions like hitting

    Hitting and pushing

    http://www.thepartnership-yh.org.uk/secureFileSystem/temp/QC BDTBAA_NJPCPKFBBHLAEPDPMFAIGOAK/Kirklees%20social%20stories. doc – I like making noises with my body, Why I do hitting, nipping, squeezing and scratching

    http://edtech.wku.edu/deans_office/Dr._Tony_Norman/downloads /McDade%20Thesis%20Final%20052007.pdf  – not hitting mom, and greeting people

    http://www.autismhelp.info/htm/education/early/social.htm#so cial – <STRONG vyEbW=”0″ qbf1A=”0″>The Consequences of Hitting and Pushing

    http://www.adders.org/socialstories.htm#top – nice hands/naughty hands,

    http://eprints.qut.edu.au/1235/1/1235.pdf – not pushing in line (page 8)

    Personal space:

    http://www.speakingofspeech.com/Social_Skills_Pragmatics.htm l – “hula hoop space” (pushing and hitting are ways of invading personal space).

    http://www.kansasasd.com/KSASD/Social_Narratives_%28Social_S tories%E2%84%A2__%26__Power_Card%29_Bank.html  – a couple more on personal space

    Voice:

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=26363&am p;am p;KW=free+PeCS – free PECS

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=26573&am p;am p;KW=voice+modulation – voice modulation resources

    http://www.speakingofspeech.com/uploads/Quiet_Mouth_SocialSt ory.pdf – quiet mouth (with simple pictograms)

    http://www.pent.ca.gov/socstories.htm – quiet inside voice

    Biting and spitting:

    http://www.do2learn.com/makeaschedule/helpdocs/sampleSchedul es/notRightToBite.htm – biting (with simple visuals)

    http://www.ccsd.edu/files/filesystem/No%20Biting.pdf – no biting (illustrated)

    http://www.linguisystems.com/itemdetail.php?id=324 – click on “more samples” to see a social story on spitting.  Click on “2 sample pages” for a social story on pushing.

    Here are several more examples (the link is at the bottom of the list).

    Bullying problems

    Teachers

    Showing your work for math equations

    Tattling versus reporting bullying

    Urinals

    Asking for help

    Being tolerant of people’s differences

    Feelings

    Leaving the classroom

    Friendly games on the playground

    Raising your hand

    Touching your body in public

    Using the afterschool club room

    Talking about death and killing people

    Playing with words (saying silly things at inappropriate times)

    FE Colleges

    What does being independent mean?

    Getting a road safety certificate

    When new students come

    Teasing each other about liking someone

    Source:  http://www.thepartnership-yh.org.uk/secureFileSystem/temp/SA BBDBAC_DCBCHDBBNLNPJAALJEKDDHHO/Social%20Stories%20-%20Leeds .doc

    or http://www.thepartnership-yh.org.uk/pages/viewpage.asp?uniqi d=62 (just click on Social Stories – Leeds).

    NorwayMom39278.4625347222

    Here are some new examples of social stories (link at the bottom of this page).  I’ve also added more to my list on page 1 in the past couple days.

    I can’t get out of bed (in the morning)

    I like making noises with my body

    Why I do hitting, nipping, squeezing and scratching

    I get mad when I lose

    I’m not sitting with her/him!

    Nobody takes my things!

    I like touching my body

    Eating out with friends

    When the psychologist comes

    Source:

    http://www.thepartnership-yh.org.uk/secureFileSystem/temp/QC BDTBAA_NJPCPKFBBHLAEPDPMFAIGOAK/Kirklees%20social%20stories. doc

    or http://www.thepartnership-yh.org.uk (and do a search on Kirklees Social Stories — the second hit listed is the right one).

    NorwayMom39807.2844097222

    “Rules in School”

    In school, there are rules for the students to obey.

    Some rules are written to keep the students safe.

    Some rules are written to help the children to be able to learn.

    For instance, if the classroom is too noisy, students may have trouble listening and following directions.

    So, the teacher must keep the room quiet.

    If the children could read books or look at pictures instead of doing their class work, they would not learn to read or to do math well.

     

    So, the teacher must make sure everyone does their class work.

    If students were allowed to throw rocks at recess, someone could get hurt.

    So, the teacher must make sure everyone is doing something safe. 

    Sometimes it is hard to obey the rules because I may really want to do something else.

     

    But I know that the rules help children to be safe and to learn.

    I will try to make sure that what I am doing is safe for me and the other kids.

    I will try to make sure that what I am doing is not interrupting my learning or the other kids’ learning.

    I know that I can obey the rules.

    Then, I will be able to have fun with my friends.

    Source:  www.franklinregional.k12.pa.us/middleschool/stuff/franklinhandouts.ppt

    I posted this under another topic today:

    ***

    My son is 9 and has suddenly taken the initiative to be more independent in the kitchen.  To keep him safe, I read up on kitchen safety for kids and wrote a social story with illustrations from the new movie “Ratatouille”.

    The place with the most extensive safety tips was the CDC.  They give tips for various appliances, but at this point I was mainly interested in the microwave.

    http://www.cdc.gov/nasd/docs/d000001-d000100/d000021/d000021 .html

    And here’s a kitchen safety quiz for kids:

    http://library.thinkquest.org/J0110321/quiz1.htm

    Our social story book was in Norwegian, so he can read it himself instead of me just reading it aloud.  But I made a quick translation.  Here it is, with links to the pictures I used.  Feel free to borrow it if you want.

    Title:  Watch out for the safety traps!

     

    The kitchen is a cozy place, isn’t it?

     

    http://www.cinempire.com/multimedia/ratatouille/photos/16.ht ml

     

    But it’s also a dangerous place.

    Just ask Remy.

     

    http://nymag.com/daily/entertainment/2007/06/will_ratatouill e_be_pixars_fir.html

     

    Linguini needs Remy’s help to cook in a safe way.

    I need help from a grown-up like Mom or Dad.

     

    http://www.worstpreviews.com/ media.php?id=287&image=1&place=posters&place2=po ster

     

    There are many sharp things in the kitchen, like knives.

    Mom and Dad need to be with me when I use a knife.

    I never touch the blade, only the handle.

     

    http://www.disneyfrontier.com/wp-content/uploads/2006/11/_bl ogimages_luxo_RatatouillePoster.jpg

     

    I never fall into the trap of cutting things right on the table or counter-top.  I use a cutting board like Remy and Linguini.

     

    http://www.paloaltoonline.com/photos/ratatouille.jpg

     

    There are also hot things in the kitchen, like the stove.

    That’s a big safety trap because it can cause fires.

    I must never, ever turn the knobs or touch the stove.

     

    http://www.moviereporter.net/slideshow/783/16858/

     

    Sometimes I can see heat, like flames and steam.

    But sometimes heat is invisible, like a hot cup.

    I use a dry oven-mitt to pick up things that might be hot.

     

    http://www.moviereporter.net/slideshow/783/16887/

     

    If I get burned, I rinse the burn with cold water.

    Oops, Remy, use lots of water — not just a drop!

     

    http://www.catsuka.com/interf/icons2/ratatouille_preview.jpg

     

    Water on a burn is good, but water on the floor is dangerous.

    It makes the floor slippery and people can fall and get hurt.

    That’s why I always wipe up my spills.

    http://www.slashfilm.com/wp/wp-content/images/rat11.jpg

     

    Rats take food without asking, but I talk to a grown-up when I want food.

     

    http://drasticgraphics.com/images/ratatouille_3.jpg

     

    When I want something hot to eat,

    I can ask a grown-up if I can use the microwave.

    Only kids who can read get to do that.

    Emil the Rat can’t use the microwave, because he can’t read.

    But I can!

     

    http://www.cinempire.com/multimedia/ratatouille/photos/14.ht ml

     

    Only food and our regular plates go in the microwave,

    never forks or other things made of metal.

     

    http://www.cinempire.com/multimedia/ratatouille/photos/22.ht ml

     

    The start button can be a safety trap, too.  I never push it without food in the microwave because then the whole thing might get wrecked.  If Linguini made that mistake, Skinner would be very, very mad!

     

    http://www.moviereporter.net/slideshow/783/16890/

     

    I never leave the kitchen while I’m cooking – talk about a safety mistake!  I watch and listen to the food while I wait.

     

    http://www.cinempire.com/multimedia/ratatouille/photos/26.ht ml

     

    If I hear a pop-sound and I’m not making popcorn,

    then I know that the food exploded with heat.

     

    http://dinersjournal.blogs.nytimes.com/2007/04/06/popcorn-a- symposium/

    http://www.moviereporter.net/slideshow/783/16892/

     

    If that happens, I push the stop button and ask a grown-up for help.

     

    picture of our microwave control panel plus

     http://www.moviereporter.net/fotos/783/Ratatouille_54.jpg

     

    I can sprinkle on spices all by myself.

    Instead of dumping, I shake the spice jar carefully. 

     

    http://www.simonsays.com/assets/isbn/079441284X/C_079441284X .jpg

     

    And here’s one last safety trap – cooking with dirty hands.

    Nobody wants to eat food with dirt and germs in it.

    I always wash my hands before I make something to eat.

     

     http://www.moviereporter.net/slideshow/783/16898/

     

    Bon appetit!

     http://www.moviereporter.net/slideshow/783/16903/

    Here’s a back to school social story suggestion from Autism Today:

    Write a social story.  Here are a few suggestions to add to your story:

    Vacation is so much fun.  I really enjoy going to ____________

    School begins on __________

    I am going to ____________ grade.

    My teacher knows all about me and can’t wait to meet me.  Her name is _____________

    I might know some friends in my class but I will also make new friends.

    I can’t wait for ___________ (library, gym, reading… whatever your child enjoys)

    It’s good to go to school because I get to learn and play with my friends.

    Source:  commercial e-mail from news@autismtoday.com

    Storms

    Lightning goes flash
    Thunder goes crash
    The sky is dark and loud

    The rain goes splash
    The wind goes thrash
    But my mummy is very proud

    Cos’ I’m sat here at the window
    And do you know what I can see?

    Very angry weather
    But its not angry at me.

    So I don’t need to hide
    Because Im brave and have nothing to fear

    For Im in side in the dry and warm
    With my proud mummy sat here

    Daytime and Nighttime

    Daytime and nighttime are different

    Sometimes I get confused

    Is it daytime? Is it nighttime?

    I can look outside and see.

    If it is daytime, I can see very very far.

    The sky is blue, or grey if it is cloudy.

    If it is nighttime, it is dark, like when I close my eyes.

    I go to bed when it is EVENING.

    This is at the end of daytime, but sometimes before the sky is very black.

    My bedtime is 8pm.

    8pm on a clock looks like this.

    Weather

    Sometimes it is raining or there is a storm.

    Sometimes it snows.

    Sometimes this happens in the daytime, before bedtime.

    I can watch the rain or the snow. It is pretty.

    I do not have to go to bed, just because it is raining or there is thunder.

    I can hear the thunder. It is loud, like a drum.

    If I have to go out in the rain or the snow, I wear my coat.

    It can be fun, splashing in the rain, or playing in the snow.

    Source:  Mumsnet Discussions: Special needs : Does anyone have a SOCIAL STORY for fear of rain and storms?? 

    Here’s another link to several social stories –

    http://www.slatersoftware.com/document.html

    I noticed it has a couple that I haven’t found anywhere else – about Mom and/or Dad being a soldier.  Given we’ve got some military families on the board, I thought worth checking out.

    In addition to social stories, there’s a wealth of information on various school topics, and some excellent picture recipes for the budding cooks I know some of our children are!

    AnamCara…Thank you!!  My hubby will be deploying to Afganastan early next year so the one about Daddy being a soldier will come in handy!!

    Karrie

    Spectrummum belongs to an MSN Group that has the following social stories in its online directory:

    Dentist

    Bathtime

    Getting a hair cut

    Going to the toilet

    Shoe laces

    Losing a loved one

    When I don’t understand

    Tone of voice

    Getting dressed

    Please contact Spectrummum by Private Messenger and specify which social story you want, and include your child’s first name and age (for personalization purposes).

    She also has other social stories not listed above and may be willing to write a story for you.  Please contact her by Private Messenger with any questions you have.

    WOW  What a gold mine of social stories!!  Thank you

    I use Internet Explorer, and just choose Favorites, Add to Favorites.  I’ve saved old topics and have no problems accessing them.

    Otherwise, it’s possible to use the search button at the top of the screen and search for the topic name “Sample Social Stories.”

    DUMB question – how can I ‘save’ this thread to refer to it?

    Here’s a sample social story journal, for the child to keep track of the social stories he reads and how he feels about it:

    http://www.autism-woodview.com/compressed%20images/pdf/D1%20 Visual%20Supports%20-%20Dr.%20Pat%20Mirenda.pdf

    Here are some social stories with sound and images that require Smart Board software.  I don’t have this software, so I wasn’t able to view them myself.  Topics are:

    Chewing gum

    Turning off the lights

    Getting in line

    Making my bed

    Recess

    Vacuum cleaner

    Plus two other stories with an unspecified topic.  Here’s the link:

    http://www.willoughby-eastlake.k12.oh.us/classroom/technolog y/autism_and_more.htm

    If you are looking for Social Stories, please come join us at Yahoo Groups! Social Stories

    http://health.groups.yahoo.com/group/socialstories/

    We have tons of stories available on the group, plus an index to help you find stories available all over the web.

    See you there,
    Cresanna

    Sandbox learning sells them also.

    Here’s my social story for dog bite prevention.  I’m using it to teach my kids what to leave a dog alone, how to act around a dog, and how to pat a dog.  I used it for the first time last night, and we discussed each page during the first reading, then paged through the book again and give them each a turn to try and remember the rules.  They learned very quickly.

    My social story uses Scooby Doo characters as the narrators — there’s no reason why a social story can’t be fun (okay, it’s not an official social story with official ratio of descriptive sentence types, etc.).

    I used images of real-life dogs that I found (using google), but anyone borrowing this story could use pictures of dogs that your child knows.

    Here’s the story:

    ***

    Title:  Our four-legged friends
    http://www.ladybird.co.uk/favouriteCharacters/images/scoobyD oo/scooby.gif

    “Like, I love dogs, especially my best friend Scooby here.  To be a good friend to dogs, one thing you gotta know is when to leave ’em alone.  Isn’t that right, Scoob?”
    http://clampettstudio.com/images/opc/june2003/12-RC2354-Scoo by-Shaggy.jpg

    “Ready to learn the rules?”  “Rou ret!”
    http://www.amazon.com/Scooby-doos-Guide-School-Scooby-Doo-Ho wie/dp/0439438179/ref=sr_1_57/104-5219620-8195900?ie=UTF8&am p;am p;s=books&qid=1188227209&sr=1-57

    If a dog is tied up,
    stay away, don’t walk up.

    http://www.contrinotravel.com/images/pooch.jpg

    If a dog has a bone,
    you should leave him alone
    http://www.askthemeatman.com/images/golden_retriever_chewing _bone.jpg

    If a dog has a snack,
    don’t come close
    Just step back.
    http://www.savvy-dog-lovers.com/wordpress/wp-content/uploads /2006/12/dog-food.jpg

    If the dog is asleep, wait till later to greet.
    http://joi.ito.com/images2/sleepybo.jpg

    Puppies need their mom to snuggle.
    Don’t disturb or there’ll be trouble.
    http://www.siberianhuskies.net/husky_may.html

    “Like, why do dogs run, Scoob?”
    “Ronsters?”

    http://www.thecinemasource.com/movies/reviews/Scooby-Doo-Whe re-Are-You-The-Complete-3rd-Season-DVD-review-2954-0.html

    “No, silly.  Dogs often run and bark in reaction to what we do.  Here are some tips about how to act around dogs.”

    http://www.scoobyfrench.homestead.com/files/Velma_Clue.JPG

    Be quiet, don’t shout —
    noise freaks a dog out.
    http://www.dkimages.com/discover/previews/1054/75026059.JPG

    Calm and slow
    is the way to go!
    http://images.jupiterimages.com/common/detail/91/46/23464691 .jpg

    Don’t look in a dog’s eye
    when you walk by.
    Just look at your shoe
    as you pass through.
    http://starbulletin.com/2001/07/24/features/artb.jpg

    If unsure of a dog, be a tree or a log
    http://www.loveyourdog.com/images/katelyntree.jpg
    http://www.loveyourdog.com/images/katelynstone.jpg

    “I love to pat dogs and give them Scooby Snacks, but I always follow the rules.
    Do you know the rules, Fred?”
    http://www.pyramidposters.com/catalogue/post-cards/film-tv-p ersonalities/PC9482_SCOOBY%20DOO!%20-%20DAPHNE%20(SCOOBY%20S NACK)

    “Of course, Daphne.  Rule number one is to get permission.”
    http://content.answers.com/main/content/wp/en/thumb/8/80/250 px-Daphne_fred_wnsd.jpg

    To pat a dog or pup, first ask a grown-up.
    http://pawlitepups.com/db5/00415/pawlitepups.com/_uimages/le no008.jpg

    Dogs sniff to understand,
    so show them your hand.
    http://www.kintala.com.au/girl.jpg

    Pat their chin, shoulders or chest.
    That’s safest and best!
    http://images.jupiterimages.com/common/detail/44/98/23499844 .jpg

    But keep your cute face, out of their space!
    http://www.topnotchdog.com/childrenAndDogs.asp

    A dog’s not a toy.  Never tease or annoy.
    http://news.bbc.co.uk/media/images/42126000/jpg/_42126494_do g_ap_416.jpg

    Just act like a friend, for fun without end !
    http://gooddogideas.com/gdi-img/010207.jpg

    Rooby rooby roo!
    http://www.redkid.net/generator/scooby/scooby.jpg

    Scooby Doo hereby grants a gold medal in doggy friendship skills to _______ (name).  Congratulations on mastering the rules for when to leave a dog alone
    how to act around a dog and how to pat a dog.
    http://www.animatedbliss.com/FORUM/uploads/joshualane/228_la ff-a-lympics.jpg
    Adapted from:

    http://www.dogsafety.org.nz/dogsafety.nsf/wpg_URL/Kids-Dog-S afety-Tips-for-Kids-Index!OpenDocument

    http://www.kidsanddogs.org/kadierhymes.pdf

    Today I happened upon Attainment Company, “publishers of products for people with special needs.”  They had several product samples which might be useful for those of us with older children:

    Social stories for teens

    Today I happened upon a book of social stories for teens.  They have grown-up looking visuals on each page, cover situations relevant to teen life, but are written for kids who have trouble with reading comprehension.  The stories don’t have the true social story format, but are to be used more as a springboard for instruction.  This can actually be a plus, since some teens might balk at being told what to do.

    Here’s the link to the first three pages of a six page story called “Try Your Best.”  The link also shows the Table of Contents with the other story titles.

    http://attainment.modwest.com/pdfs/bookSamples/SSR_Student_S ample.pdf

    Video social stories about school.

    Here are some video social stories for upper elementary/middle school, clips from a DVD called “Know the Code.”  The clips “Meeting someone new”, “standing in line”, and “class jobs” can be used as role models and a springboard for discussion.  The other two clips, “introduction” and “Tameka and the bully” show the problem rather than the solution.

    http://www.attainmentcompany.com/xcart/product.php?productid =16474&cat=296&page=1

    Social story about cleanliness

    The following social story about bathing and shampooing is written in simple language in addition to PECS-type symbols.

    http://www.attainmentcompany.com/pdfs/bookSamples/HGD_Sample .pdf

    I have to dash off to a meeting at the school, but may find more at their website to add to this list later.

    Visual checklists about going places.

    These visuals can be used like social stories to explain what’s expected and what’s not appropriate when packing before an outing or trip, eating away from home (Table manners, dinner invitation) and money matters (staying safe, going to the bank, dealing with cash).

    http://www.attainmentcompany.com/pdfs/bookSamples/CSuccess_S ample.pdf

    Help with the morning routine:

    Here’s a link to sample pages from the book “Social Standards at School.”  Each page has a short pre-made self-talk story (social story) and self-monitoring checklist, plus room for personal additions.  Subjects covered are:  getting ready for school, walking to school, waiting for the bus, riding the bus and arriving by car.

    http://attainmentcompany.com/pdfs/bookSamples/SSS_Sample.pdf

    More social stories for teens/young adults:

    The two samples from the book “Connections in the Work Place”.  They cover getting dressed for work and getting dressed for a social event.

    http://www.attainmentcompany.com/pdfs/bookSamples/Connect_St u_Sample.pdf

    Video social stories of life skills:

    Excerpts from the “Mary on the Move” series of DVDs about life skills.  Includes looking good (washing up and brushing teeth), keeping house, select a meal, plan your day, shopping smart and home cooking.

    http://www.attainmentcompany.com/xcart/product.php?productid =16316&cat=304&page=2

    NorwayMom39317.2454282407

    Here’s a separate list of all the social stories connected with dental health:

    Dentist:

    http://www.fraser.org/products/CDs.html – sample video from My Healthy Smile

    http://dentistry.about.com/od/childrensdentistry/ig/Dentist- Appointment-Photos/index.htm – photo gallery of dentist pictures, with captions rather than social story text.

    http://www.jambav.com/modules/makale/makale.php?id=6 – To access the story:

    1)  Go to the above webpage and click on “Ready for our stories?” at the bottom of the page.

    2)  You should then see an image of 3 bookshelves.  Click on the title you want, and its image will show up on the bottom shelf.  Click on that image to start the story.

    3)  You can get back to the bookshelves at any time by clicking on the menu tab, and then choosing “Select.”

    Brushing (and flossing):

    http://www.colgate.com/app/Kids-World/US/Game_Coolmoves.cvsp – kid-friendly video showing how to brush and floss.

    http://www.educ.ttu.edu/EDSP/burkhartproject/ModuleThree/Dif ferent_Approaches/Social_Stories.htm 

    http://www.curearchives.com/Advice-needed.t3060-8.html

    http://www.frsd.k12.nj.us/autistic/Social%20Stories/Pages/br ushing_my_teeth.htm

    http://www.polyxo.com/socialstories/ss0005.html

    http://www.slatersoftware.com/BrushingTeethSocialStory.pdf – with PECS symbols.

    Here I’ve consolidated all the bus-related social stories listed elsewhere on this topic:

    www.maapservices.org/Maap_Archive_Articles/SocialChallenges. pdf – a different bus (ca. page 56)

    http://www.autism-india.org/dec99.html – bus

    http://judyanddavid.com/cha/strategies/socstory.html – school bus

    http://www.oreilly.com/medical/autism/news/social_skills.htm l – James is a good bus rider.

    http://www.focus-ga.org/newsletter_2005.htm – being a good bus rider.

    Learning to Use the Bus

    On The Bus

    http://www.frsd.k12.nj.us/autistic/Social%20Stories/Pages/i_ take_the_bus_to_school_almost_.htm  – bus evacuation drill

    Social Story to School and to Home was written for a child with autism to help teach him safety rules and what to expect before, during and after his bus ride to school.

    http://attainmentcompany.com/pdfs/bookSamples/SSS_Sample.pdf – short pre-made self-talk story (social story) and self-monitoring checklist, plus room for personal additions.  Subjects covered include waiting for the bus and riding the bus.

    http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/bus.pdf – riding the school bus.

    Found some new stories today:

    Touching Someone Elses Things – A Social Story Going to the Doctor – A Social Story Speaking to People – A Social Story Hands and Feet to Myself – A Social Story Inside or Outside Voice – A Social Story My Birthday Party – A Social Story Everybody Needs Personal Space – A Social Story What does ANGER Look Like? – A Social Story

    Source:  http://raine.zoned-out.com/index.php?option=com_content& task=category&sectionid=42&id=127&Itemid=192&amp ;PHPSESSID=b93d54a264caafd1ffb0e78dfd228314

    The current issue of Positively Autism (a free online newsletter) is devoted to social stories.  Here’s the link:

    http://www.positivelyautism.com/volume2issue8/index.html

    Thanks!

    Here I’ve consolidated all the social stories about bedtime:

    Sample social stories:

    http://billandaddie.blogspot.com/search?q=Bedtime+social+story – bedtime

    http://dese.mo.gov/divspeced/stateschools/PDF/ParentFocus(De c05).pdf – bedtime

    http://www.autism-india.org/dec99.html – going to bed

    http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=528&a=3376 – “time for bed” (under the paragraph headed “Explaining sleep”).

    http://www.mhkc.org/media/doc1/Autism%20Social%20Stories/FEE LING%20SAFE%20IN%20BED%20AT%20NIGHT.PDF  – feeling safe in bed at night at camp.

    Thanks for posting those social stories, Nicole.  I’m not a stickler to the social story rules myself, and it’s just so great to get ideas and inspiration from stories written by you and others, when I sit down to write my own.

    If anyone else has some social stories to share, by all means post them here.Smile

    Oh, this is perfect! I needed a sub teacher story. Thank you.

    mama to Sam 8 yrs PD NOS OCD ODD PPD and Alex 2 yrs

    Social Stories for Having a Substitute Teacher

    Here are some stories I wrote for my school about having a substitute teacher. They don’t follow the official social stories format exactly, but I hope they will be helpful. I made them fairly general so that they could work in a variety of classrooms.

    For elementary age students (one story for having a sub tomorrow and one for having a Sub on Monday):

    Having a Substitute Teacher

    Tomorrow our class will have a substitute teacher.

    This means that a different person will be the teacher for the day.

    Sometimes your teacher will not be at school. Your teacher might be sick or need to go to a meeting.

    It is okay to feel nervous, but the substitute teacher will be nice and help you with your work.

    Your regular teacher will be back soon.
    Having a Substitute Teacher

    On Monday our class will have a substitute teacher.

    This means that a different person will be the teacher for the day.

    Sometimes your teacher will not be at school. Your teacher might be sick or need to go to a meeting.

    It is okay to feel nervous, but the substitute teacher will be nice and help you with your work.

    Your regular teacher will be back soon.

    For students in upper grades (teacher can fill in blanks if known):

    Having a Substitute Teacher

    Our class will have a substitute teacher on ________________________________________.

    _________________________ will be away from school to go to an important meeting or appointment.

    Your substitute teacher will be ___________________________________. This substitute teacher will help teach your class and will help you with your work.

    Your teacher will be back on __________________________________________.

    Sometimes your teacher will be absent unexpectedly. If this happens, you will also have a substitute teacher and your regular teacher will be back soon.

    Here is the link to another social story about this topic: http://www.expresstrain.org/lyrics.pdf (scroll down to the story called “New Teacher Today”)

    Take care,

    Nicole

    Free Autism Resources and Printable Activities for Parents and Teachers! ~ http://www.PositivelyAutism.com/

    positiveautism39368.2997685185Just celebrating 10,000 hits.  Blows my mind that this topic has been looked at 10,000 times!This is my favorite of your resource links.  It really is fantastic and obviously others feel the same!  Thanks again and congrats.

    Here are all the hair cut stories gathered in one place:

    http://sam26847.tripod.com/index.html – simple story

    http://www.aspect.org.au/publications/ksummer07/ksummer07.pd f – Getting my hair cut (with illustrations)

    http://www.autism-india.org/dec99.html – Getting a hair cut

    http://attainmentcompany.com/pdfs/bookSamples/LSR_Sample.pdf – barber/hair cut (with photos)

    http://www.jambav.com/modules/makale/makale.php?id=6 – animated.  To access the story, click on “Ready for our stories?” at the bottom of the page.  You should then see an image of 3 bookshelves.  Click on the title you want, and its image will show up on the bottom shelf.  Click on that image to start the story.

    http://www.tautoko.org.nz/Haircut%20For%20Jane.htm – Jane can get her hair cut safely (with clip art illustrations)

    If any of the links don’t work, remove any blank spaces from the address and try again.  If it still doesn’t work, let me know.

    This week is winter break, and my goal is to focus on jigsaw puzzle skills.  I wrote a social story on it.  I’ve included a couple images, but if you want more you can find almost 2,000 puzzle related images at this link:

    http://www.inmagine.com/searchterms/puzzle.html

    Here’s my social story about puzzles:

    It’s fun to put together jigsaw puzzles.

    I start by flipping the pieces so I can see the colorful side.

    http://www.inmagine.com/paa188/paa188000030-photo

    Next I sort out the edge pieces.

    I know the difference between edge pieces, corner pieces and middle pieces.

    That’s a great thing to know!

    Edge piece
    http://imgs13.stockmediaserver.com/th170/Tetra/ti0121538.jpg

    Corner piece http://www.inmagine.com/iz153/iz153016-photo

    Middle piece
    http://www.absolutestockphoto.com/images/userpics/10054/thum b_Absolute_54_5808.jpg

    It’s a good idea to put together the top or bottom edge first.

    I can check the picture on the box to see what color those pieces tend to be.

    Sometimes the top of the picture shows the sky.

    Then I can look for edge pieces that are blue like the sky!

    When I put the puzzle together, I look at the shape of the piece.

    I also look at the picture on it.

    I try to match it to other pieces that show almost the same thing.

    I turn the piece and try it different ways.

    If it seems to fit, I can ask myself, “does it look right?”

    If it doesn’t look right, I try again.

    Sometimes nothing seems to work.

    I might feel frustrated.  That’s okay.

    I just put the piece down for now and try another one.

    I can also look for mistakes.

    Maybe another piece is in the spot I’m looking for.

    When I’m done with my puzzle, I feel so proud!

    I can show a friend or grown-up my puzzle.

    Then I take it apart and put it back in the box or bag.

    That way the puzzle is ready for next time I want to build!

    The following website contains social story-like slideshows, with lots of kid-friendly pictures.  At the present date, the slideshows include birthdays, dentist, doctor, haircut, airplane, restaurant, school, and grocery store.

    Most are available to play online or to download free.  When you play online, it does take awhile to load and it doesn’t always look like anything is happening while you load, so be patient.

    http://www.hiyah.net/software.html

    The social stories at Speaking of Speech have been moved to a new “Social Skills Materials” section under “Materials Exchange” section.  They all have illustrations as far as I know.  Link here:

    http://www.speakingofspeech.com/Social_Skills_Pragmatics.htm l

    As of today, the stories include:

    Proxemics (personal space at the teen level)

    Choices and have to do’s

    No potty words

    Going to McDonalds

    No middle finger

    Social kiss

    Nose picking is gross

    Going to a new school

    Behaving respectfully

    Raising hand

    Quiet mouth

    Homework

    Hands to myself

    Tantrums don’t help

    Feeling happy

    Feeling sad

    Hula hoop space (personal boundaries)

    NorwayMom39541.3412037037

    Found lots and lots of social-story like pages at LinguiSystems today.  They have sets of 5 books for the primary, intermediate (preteen/middle school) and adolescent level.  All have illustrations, and the adolescent ones are simple enough that they could be used by many younger kids.

    I didn’t have time to index all the samples for the intermediate and adolescent levels, but all the primary level samples are listed below along with a few from the other two levels.

    PRIMARY LEVEL

    Books sold as a set

    http://www.linguisystems.com/itemdetail.php?id=193

    2 sample pages:  Transitions, waiting for help

    More samples:  Using the computer, taking medicine, shutting the bathroom door, visiting a friend’s house, running away (darting).

    1)  Behavior

    http://www.linguisystems.com/itemdetail.php?id=324

    2 sample pages:  Pushing, biting myself

    More samples:  climbing on furniture, flushing the toilet, spitting.

    2)  Community:

    http://www.linguisystems.com/itemdetail.php?id=323

    2 sample pages:  New clothes, park

    More samples:  Movie theatre, taking a vacation, the elevator.

    3)  Getting along:

    http://www.linguisystems.com/itemdetail.php?id=324

    2 sample pages:  Saying nice things, fingers in my mouth

    More samples:  Saying goodbye at school, getting picture taken, using a tissue

    4)  Home

    http://www.linguisystems.com/itemdetail.php?id=322

    2 sample pages:  Getting dressed, the babysitter.

    More samples:  Brushing teeth, getting help, time-out, having company.

    5) School

    http://www.linguisystems.com/itemdetail.php?id=326

    2 sample pages:  I eat my own food, waiting for help

    More samples:  Listening to my teacher read a story, raising my hand, my teacher is sick,

    They also have 5 books with similar samples for the intermediate level (preteen/middle school), and 5 books with similar samples for the adolescent level.

    INTERMEDIATE LEVEL

    Books sold as a set

    http://www.linguisystems.com/itemdetail.php?id=383

    2 sample pages:  keeping clothes on, pushing

    More samples:  staying on topic, biting self, washing hands, lunch choices, electricity goes out.

    Individual books

    Autism & PDD: Intermediate Social Skills Lessons – Communication
    Autism & PDD: Intermediate Social Skills Lessons – Controlling Behavior
    Autism & PDD: Intermediate Social Skills Lessons – Healthy Habits 2 samples (food pyramid, acne), more samples (smoking, wearing glasses, biting my nails).
    Autism & PDD: Intermediate Social Skills Lessons – Middle School
    Autism & PDD: Intermediate Social Skills Lessons – Special Events & Activities – 2 samples (vet, hotel) more samples (shared custody, pet dies, table manners)

    ADOLESCENT LEVEL

    Books sold as a set

    http://www.linguisystems.com/itemdetail.php?id=287

    2 sample pages:  When people bother me

    More samples:  Being healthy, saying please and thank you, feeling disappointed, letting others work

    Individual books

    Autism & PDD: Adolescent Social Skills – Health & Hygiene
    Autism & PDD: Adolescent Social Skills – Secondary Schools
    Autism & PDD: Adolescent Social Skills – Interacting
    Autism & PDD: Adolescent Social Skills – Vocational
    Autism & PDD: Adolescent Social Skills – Managing Behavior

    NorwayMom39657.0757638889

    Here’s a list of social stories from Little Tor Elementary School.  The ones I looked at had pictures:

    Arguing (pdf file – 166kb)

    pdf Asking Someone to Play (pdf file – 306kb)

    pdf Being a Kind Friend (pdf file – 188kb)

    pdf Being Angry (pdf file – 158kb)

    pdf Death (pdf file – 208kb)

    pdf Going to Mass (pdf file – 235kb)

    pdf Going Trick or Treating (pdf file – 279kb)

    pdf Good Times to Get Attention (pdf file – 335kb)

    pdf Hello book (pdf file – 173kb)

    ppt I am Mad (ppt file – 993kb)

    ppt I am mad plus what to do (ppt file – 1,444kb)

    pdf Making choices (pdf file – 233kb)

    pdf Making green and red choices with pics (pdf file – 257kb)

    pdf My going potty story (pdf file – 293kb)

    pdf My line story (pdf file – 293kb)

    pdf My taking a break story (pdf file – 353kb)

    pdf No Biting (pdf file – 261kb)

    pdf No biting story (pdf file – 261kb)

    ppt passing gas (ppt file – 228kb)

    pdf Picking My Nose (pdf file – 182kb)

    pdf Picture day (pdf file – 276kb)

    ppt Proximity when talking (ppt file – 898kb)

    pdf Saying excuse me (pdf file – 207kb)

    pdf Social Stories (pdf file – 166kb)

    pdf Speaking distance (pdf file – 93kb)

    Story book template (pot file – 23kb) Note from Norway Mom:  this is for making a story to flip through on the computer.  It has page forward and page back buttons built in.

    pdf Substitute teachers (pdf file – 229kb)

    pdf Teachers Job and My Job (pdf file – 397kb)

    pdf Teachers job my job (pdf file – 397kb)

    pdf Teasing (pdf file – 308kb)

    pdf Wearing glasses (pdf file – 192kb)

    pdf Where I can Draw (pdf file – 276kb)

    pdf Winning and losing (pdf file – 217kb)

    http://www.ccsd.edu/LittleTor.cfm?subpage=1804

    Today I found a site I’m super excited about.  Kansas Instructional Support Network’s webpage has a bank of social stories and power cards.  A very long list which is bound to get longer.  They have various formats (PDF, Word, Powerpoint), but every one that I’ve clicked on has illustrations, and you know how important visual support is!

    “Whole body listening” is a story that caught my interest, and I’m sure that everyone who visits the site will find at least one story they’re interested in.  I’ve added some of the stories to my potty resource collection, airplane travel resource collection, etc.

    http://www.kansasasd.com/KSASD/Social_Narratives_%28Social_S tories%E2%84%A2__%26__Power_Card%29_Bank.html

    Enjoy!

    I cant open any of those

    This week I wrote two social stories about circle time, which my oldest son thinks is the worst thing about school.

    There were several things contributing to his bad attitude about circle time, so I had to address them in separate stories.  The stories had photos or clip art every 3rd line, approximately, so the stories would be more fun for him to read.

    One problem was that he thought it was wrong to have circle time in the classroom, because for him the classroom is ONLY for learning.  Another problem was that he would sometimes stand up and announce “this is not interesting” and try to go to the room where he has special ed.  My first social story addressed those two problems (translated from Norwegian):

    We kids in 4A have a nice classroom.

    We learn a lot there.

    We do other things there too.

    We eat there.

    We play there.

    We also have circle time there.

    For circle time I sit by the window.

    [Special ed teacher’s name] or [aide’s name] usually sit by me.

    I like where I sit.

    We stay there until circle time is over.

    I sit in my spot and pay attention.

    That makes everyone happy!

    In story number 2, I try to use his interest in good manners to try and motivate him (he learns and works best if he feels it’s meaningful).  I also explain that  sitting in the circle works like standing in a line, something he didn’t seem to realize.  He doesn’t like this story, because he doesn’t want to change his attitude.  But I believe it will start to work after several readings.

    Here’s the story:

    I like to go to school!

    It’s sort of like having a job.

    During class we work with our brains.

    During gym we work with our bodies.

    And in circle time we work with our good manners.

    That’s also important!

    Good manners are using your ears.

    I sit still and listen to each word that is said.

    Good manners are using your eyes.

    I try to look at the person who’s talking.

    I like it when we get to see something interesting [here I had pictures of mushrooms and caterpillars, which they’ve looked at during circle time in the past].

    We can learn a lot from that.

    Good manners are also using your heart.

    We care about others, and about what they did over the weekend.

    Sometimes my classmates have done something really interesting!

    We are all glad in our hearts when someone has a birthday.

    Then we take turns saying something nice to the birthday boy or girl.

    I’m very good at that!

    Good manners are also taking turns.

    Our teacher decides who gets to talk first.

    I wait for my turn to talk — it’s like I’m sitting in a line.

    Good manners are great to have!

    Norway Mom, I really liked that story. I am going to copy it and simplify it

    for him. My son also tunes out at times when he is not interested and that is

    lost learning.

    Here are three sites with musical social stories:

    1)  http://www.spectrumconnections.com/index.php

    2)  http://www.sproutonline.com/sprout/videos/character.aspx?pre set=bounce

    Bounce is a developmental series that addresses cognitive and social learning through music, fun and established teaching tools.  Website #1 is the official Bounce site, and website #2 is Bounce on PBS Sprout (broadcast M-F mornings between 6 am and 8 am Eastern Time).

    Bounce host, Elizabeth Balzano, is an experienced musical therapist.  She works with special needs preschoolers, with an emphasis on children who are on the spectrum of autism.  Thanks for the tip, ShelleyR!

    There are 5 DVDs in the Bounce series, and website #1 has a sample video from each, most of them showing an entire song.

    – Let’s Go – the sample from this DVD is about going to the doctor.

    – Let’s Talk – the sample from this DVD is about asking for help.

    – Routines – this sample is about cleaning up (washing hands, picking up toys, and cleaning up dishes after a meal)

    – Emotions – sample about feeling happy

    – Body Movements – sample about shaking various body parts

    There are three more video samples on the PBS Sprout site:

    – Birthday Party Song

    – Hello Song

    – Playground Song

    3)  http://www.rivannamusic.com/

    Music Therapist Cathy Bollinger’s website has shorter song samples (audio only) from her various albums.  Four of the albums have practical, social story type lessons (the other five are either lullabies or intended to build language and pre-literacy skills).

    “Ready to Learn” has extra many audio samples plus written lyrics.  The lyrics would be good to use as slogans in written social stories, too.  For example this excerpt from “My Eyes are looking forward (the listening song)”:

    My eyes are looking forward
    My hands are in my lap
    My mouth is closed
    I put on my thinking cap

    The albums can be ordered through her website.  (Thanks for the tip, ellyt).

    OMG!!!! WOW!!!!  THIS IS SOOOOOOO AWESOME!!!  THANK YOU! THANK YOU!  THANK YOU!!!!  GOD BLESS YOU!

    Our member “teacher” tipped me about this
    set of power point social stories from Midland County Educational
    Services Agency.


    PowerPoint Social Scripts
    Guide (MS Word)


    Social Script Master Template (MS
    PowerPoint)

    Action Figures at School
    Arriving at School
    Bathroom
    Use
    Being Polite in Class

    Breakfast at School    		 Collin’s
    Story

    Dry Pants with Spanish
    Text    		 Dry Pants
    Fire Drill I am Mad
    Inside
    Recess    		 No
    More Kicking
    Outdoor
    Recess    		 Passing Gas
    Quiet Mouth Sharing
    Toys

    Substitute Teacher
    The Things I do at
    School

    Back to MCESA Special
    Education Page

    Source:  http://www.mcesa.k12.mi.us/SocialScripts/SocialScripts.htm

    [QUOTE=NorwayMom]I’m so sorry to hear about your father in law, leechbabe.  [/QUOTE]

    Thank you.  He has been in and out of hospital a great deal and I’ve put together a social story to help Heidi with the frequent visits to hospital.

    http://leechbabe.wordpress.com/2008/08/22/social-story-visit ing-hospital/
    Excellent social story, leechbabe.  I’m adding under the death and dying resources list, too.  Thanks for sharing it.
    [QUOTE=NorwayMom]

    http://leechbabe.wordpress.com/2008/05/11/birthday-party-soc ial-story/ – birthday party story, no illustrations.

     

    [/QUOTE]

    I’ve been getting a few hits on my blog from this link which inspired me to sign up.  I’d love some feedback on if the social story was useful or not.

    I’ve got two more stories up

    One about me going away and my autistic daughter staying behind (with pictures)- http://leechbabe.wordpress.com/2008/07/20/going-away-social- story/

    The other is about going to church and Sunday School – http://leechbabe.wordpress.com/2008/06/22/sunday-school-chur ch-social-story/

    Tomorrow I’ve got a story about going to the dentist scheduled to post also.

    Feedback is always appreciated.

    Welcome to the forum, leechbabe!  Thanks for the tip about the social story on you going away — nicely done.  I added it to my long list on the first page of this topic.

    The church social story I had posted under this topic (church-related resources):

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=19276&am p;KW=church%2Drelated

    The dentist story will go under this topic (dental resources):

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=19277&am p;KW=dental+resources

    Keep ’em coming.  Other people’s social stories are both good to use as is and great to use as a jumping off point for stories personalized for each individual child’s needs, interests, and level of understanding.

    Thanks again.

    Thank you for the welcome.  I’ve been spending a great deal of time in your thread about death.  My FIL has lung cancer and is not expected to last the year.  I’m so pleased to have found a really good resource to help my daughters through.
    I’m so sorry to hear about your father in law, leechbabe.

    Here are several social stories in powerpoint format.  I have not checked these files to make sure they are virus free, but the source seems legit.

    Source for text below:  http://thebehaviorguy.net/socialstories.aspx

    Keeping Others Healthy When I Cough: I do not recall writing this story but I did put it together in ppt format. I may have put it together during a presentation…….so credit goes to the original writer.

    Visual Signs for Center areas: from Universit of South Florida

    Asking other Kids to Play

    Calling out answers in the classroom; What do you do when you know the answers to questions asked in class? This  social story attempts to help clarify.

    “Going to School on the bus”

    “Going to School in a car”

    “Circle time”– What do we do in circle time?

    “Feelings“- Simple ppt. showing the different emotions for discussion

    “Getting Angry in School“- Story about what to do when you get angry in school

    “Washing my Hands”– steps to washing hands

    “Washing hands” as a show which means it will open and run automatically

    “I Like to Run”– Story for a student that runs in school

    “Using My Words”– Short story on using words.

    “I Can Use the Potty”

    “Wet and Dry”– This ppt is intended to accompany the book on using the potty as a way to teach the difference of things that are wet and things that are dry.

    This document contains images that are wet and dry that can be used as coloring sheets or additional visuals to post in the home.

    “My Friend With Autism” This ppt is shown here as a book. It is intended as a story to be read with the entire class for inclusion classrooms grade k-2.

    Bumping this to keep it on the current view.

    The following link explains a simple way of writing a social story for an adult with autism or Aspergers.  It includes sample statements under each step that together adds up to a social story on keeping track of one’s belongings:

    http://www.ehow.com/how_2361780_write-social-story-adults-au tismaspergers.html

    The same author wrote an explanation of writing a social story for children.  Each step includes an illustrated page from a social story about following directions at school.  Click on the thumbprint of each page to enlarge:

    http://www.ehow.com/how_2255108_write-social-story.html

    NorwayMom39642.3494097222

    Here are the latest additions at www.speakingofspeech.com.


    Social Stories by Shanda Mushrush.  Posted 3/19/08.

    Going to Wendy’s
    Going Bowling
    Illness
    Illness Directions
    Illness Symbols1
    Illness Symbols2

    “Nosepaper” for nosepickers.  Created by Vicki Pappas.  Posted 3/19/08.
    Nose Flash

    Following School Rules Social story from Kristine Hampton.  Posted 4/3/08.
    I Need To Follow Rules

    Gym Class Social story from Kristine Hampton.  Posted 4/3/08.
    Gym Class

    Picking My Fingers Social story from Kristin Hampton.  Posted 4/3/08.
    Picking My Fingers
    SpongeBobSaysPowerCard

    Going on a Field Trip Social stories.  From Shirby Thomas. Posted 4/3/08.

    Field Trip Story Directions
    Going on a Field Trip
    Going to the Circus

    Friendship:  Questions to help a student decide “is this person my friend” based on positive and negative behaviors.  Also instructions on “what can I do for a friend?” and “what can my friends do for me?”  Created by Gretchen Curtis. Posted 4/13/08.

    IsThisPersonMyFriend-Positive
    IsThisPersonMyFriend-Negative

    Things I Can Do for My Friend
    Things My Friends Can Do for Me

    Play Date Social Story  From Gretchen Curtis.  Posted 4/13/08.
    Playdate 1
    Playdate 2
    Playdate 3
    Playdate 4
    Playdate 5

    NorwayMom39816.3759953704

    Today I gathered all the social stories about field trips.

    http://www.positivelyautism.com/volume3issue07/section7.html – Going to the state fair and renaissance festival (with photos).

    http://www.child-autism-parent-cafe.com/A-Field-Trip-To-Spla sh-Down.html – field trip to a water park (also linked from Positively Autism).

    http://www.do2learn.com/makeaschedule/helpdocs/index.htm – rollerskating field trip (with simple visuals)

    http://www.livingartscentre.ca/lac_dev/images/temp_static/20 070426142914.SocialStory.doc – field trip to an interactive art museum, with photographs.

    http://christinesouthard.blogspot.com/2008/07/social-stories -using-mixbook.html – social story about visiting a children’s museum with hands-on activities like music and bubbles.  Made using mixbook software.

    http://www.chicagochildrensmuseum.org/CCM_Social%20Story.pdf – to prepare kids for a visit to this particular museum.

    http://www.setbc.org/pictureset/Resource.aspx?id=263 – going to the grocery store with school.

    http://www.speakingofspeech.com/Social_Skills_Pragmatics.htm l – field trip to McDonalds, Wendy’s, bowling, circus, and a generic one (focusing on the bus ride and snack).

    This list of social stories is also posted under this field trip topic:

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=30450&am p;PN=1&TPN=1

    Here are some social stories about coughing/sneezing, if anyone needs them.

    http://www.germywormy.com/GermyWormyPuppetShowSnippet.html – this clip is from a video that is part of a product package called Germy Wormy, where you get a DVD, parent/teacher materials and sleeve protectors with a worm on them to remind your child to cough and sneeze into their elbow.  But I think the video clip can be used on its own (particularly if you buy a worm/caterpillar sticker and stick it on your child’s elbow).

    http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/Coughing.pdf

    http://www.instructingautism.com/social_stories/ – I cover my mouth, I can say excuse me, and I can clean the table (plus some related teaching tools).

    http://www.pop.deltasd.bc.ca/acrobat/cough.pdf – I need to cover my mouth when I cough, with illustrations.

    http://books.google.no/books?id=6ysB9NkTSNYC&pg=PA30&amp ; ;lpg=PA30&dq=cough+%22social+story%22&source=web& ;ots=AbQoKDbbyY&sig=OrtSo9wVeOdHRzfIQg72RkTRpu4&hl=n o&sa=X&oi=book_result&resnum=9&ct=result  – keeping others healthy when I cough (by Carol Gray)

    Tar Heel Reader contains online books “for beginning readers of all ages.”  Three of those books are tagged as social stories (boiling water as a metaphor of stress, going to the movies, and I want bathroom).  Other books aren’t tagged as social stories but can be used that way.

    Here’s a direct link to the three books tagged as social stories:

    http://tarheelreader.org/?s=%22social+story%22

    This isn’t exactly a social story, but a good visual reminder about paying attention.  I found it in the book “How to Promote Children’s Social and Emotional Competance” by Carolyn Webster-Stratton:

    http://www.amazon.com/Promote-Childrens-Social-Emotional-Com petence/dp/0761965017/ref=pd_bbs_2?ie=UTF8&s=books&q id=1223716564&sr=8-2

    I only have the Norwegian version, so I’ll have to translate.  The visual reminder is a hand.  When an adult holds up his/her hand in a stop gesture, it is a reminder to pay attention.  The five fingers symbolize the five elements of paying attention:

    1)  Ears open

    2)  Mouth shut

    3)  Eyes on the teacher

    4)  Hands in the lap

    5)  Feet on the floor.

    The book includes a visual with a drawing of a hand.  These five expectations are written on the five fingers.

    Today I hit the jackpot and found some illustrated social stories.  As of today, they have the following social stories:

    Tip sheet

    I go to preschool (on the bus)

    I go to preschool (in the car)

    What do we do in circle

    I can be a super friend

    I can stay safe

    I can use my words

    Tucker turtle takes time to tuck and think (alternative to hitting)

    ***

    I also liked their solution kit cue cards.  Browse around the social stories and resources here:

    http://www.vanderbilt.edu/csefel/practicalstrategies.html

    Under the following topic I have social stories connected with medical procedures and doctor visits:

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=23226&am p;PN=1&TPN=1

    Today I added the following illustrated social stories with text and AUDIO!

    http://www.helpautismnow.com/?page_id=12 – “Going to get blood drawn,” “Going to the doctor’s”

    ****Deleted*****

    Solicitation!

    NYMommyof339673.3475347222

    The following website has an example of a social story data sheet for monitoring progress.  It’s in Appendix A.

    http://www.rowan.edu/library/rowan_theses/RU1999/0261USIN.pd f

    Appendix B contains 3 social stories – about saying “excuse me” to initiate interaction, raising your hand during lunch, and sharing.

    At this website http://www.slatersoftware.com/document.html, you’ll find the following illustrated social stories, as well as other stories and PECS-type resources:

    Special Occasions:

    Fireworks Social Story 3 pages, 300 KB, PDF

    Halloween Social Story 5 pages, 312 KB, PDF

    Mother’s Day Social Story 4 pages, 176 KB, PDF

    Thanksgiving Social Story 6 pages, 532 KB, PDF

    Cumpleaños Social Story 3 pages, 376 KB, PDF

    Birthday Social Story 4 pages, 452 KB, PDF

    Easter Social Story 7 pages, 352 KB, PDF



    Leisure:

    Swimming Pool Social Story 5 pages, 544 KB, PDF

    Social Story – Visitors 1 page, 148 KB, PDF

    Hygiene and Personal Care:

    Washing Hands Social Story 5 pages, 468 KB, PDF

    Brushing Teeth Social Story 4 pages, 436 KB, PDF
    Doctor Social Story 2 pages, 292 KB, PDF

    School:

    Last Day of School Social Story 5 pages, 372 KB, PDF

    Social Story – Lunchroom 3 pages, 199 KB, PDF

    Family Life:

    Mom Soldier Social Story 5 pages, 312 KB, PDF
    Dad Soldier Social Story 5 pages, 316 KB, PDF

    Social Stories

    When I feel angryGoing to AssembliesRiding the school bus – http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/bus.pdfHaving a casual teacherWhen I coughSaying helloHaving helpers in the classroomComing to the floor

    What to do at big lunch and little lunch

    Going to Mass ( http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/mass.pdf)Taking my medicineTrying new foodWhat I should do when the teacher is talkingTrying to spell new words http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/Spell_New_Words.pdf

    Source:  http://www.ceo.woll.catholic.edu.au/home/jdavies/autism/soci al/assets/

    NorwayMom39673.0641666667

    Asking Questions

    Bathroom Book Cutouts

    Bathroom Book

    Going to the Playground

    Going to School

    Good Words (Bad Words)

    I Need Help

    In the Bathroom

    Jobs

    Leave the Classroom Safely

    Lunch Book

    My Cleanup Book

    My Day at School

    My Hello Book

    My Potty Book

    Our Playground Book

    Raising Hand

    Sharing

    Snack Time Talk

    Talking to My Friends

    Talking to My Teacher

    Time to Go Home

    Walking in the Hall

    Source:  http://www.fcps.edu/ss/its/howtos/socstor/socstories.htm

    Good grief.  I guess I’m on a roll tonight.  Here are some more.

    Anger                     

     Tim                         

     What Social Stories Are

     What Its Like to Have Somebody From Tautoko Helping Me

     Haircut For Jane 

     Katies Book About Changes 

     Things To Do When I Am Bored    

    Source:  http://www.tautoko.org.nz/social_stories.htm

     

    Social stories created by Mount Hood Kiwanis Camp:

    Animals in the forest

    Being kind to others

    Breaks at camp

    Campfire

    Campout schedule

    Canoe safety rules

    Canoers

    Choices at camp

    Eating healthy at camp

    Feeling safe in bed at night

    Flag

    Fun activities at camp

    Health

    Mealtime

    Morning routine

    My group at camp

    Nighttime routine

    Personal space

    Quiet time at camp

    Riding horses at camp

    Rocks stay on the ground

    Setting the table for mealtime

    Staying with my counselor

    Staying with my group

    Time to go home

    Touching appropriately

    Waiting for my turn

    Ways to show my friends I like them

    http://www.mhkc.org/Resources/especiallyForCampers.aspx

    WOW!!!!!

    Thank you so much NorwayMom!!!

    Thank you so much. Wonderful. It’s on my bookmark.

    My son really likes Jed Baker’s ‘Social Skills Picture Book’ It’s a bit pricey

    but has been worth it for us. I need to find one for sitting in the front of the grocery cart. It terrifies Wyatt, because of his gravitational insecurity issues. I let him sit in the back whenever I can, but sometimes there’s not enough room or he won’t leave the fruit alone (my child is a fruit bat, I tell you! He could live on fruit FOREVER- and tries to on a regular basis!). He is also known for chucking food he doesn’t like (i.e, things that are not fruit, cookies or bread- which we love to pinch  when mommy isn’t looking) out of the cart. If it’s round and not an apple, it is also confused with being a ball. All round things are balls. What do you mean don’t throw that round thing? All round things are balls . . . and it goes on. He hates car carts. He’s a bolter. He delights in crashing displays. I need the little dude in the front, restrained, safe and out of grapes’ way. Can you help? (Oh and BTW, please forgive my whining/purging, but nobody but y’all understands this and I’ve been dealing with this for 2+ years! *insert twitching here* I promise I will now use my big girl words and not whine. )

    Here’s a social story that is difficult to access from the link on page 1.

    Sometimes a person says I changed my mind.

    This means they had one idea, but now they have a new idea.

    I will work on staying calm when someone changes their mind.

    When someone says “I changed my mind”, I can think of someone writing something down, scratching it out, and writing something new.

    Source:  www.pattan.net/files/Paraed/ParaSummer05/8ASD.ppt

    This is awsome!  Thanks so much everyone!

    The one I really needed was “save your kisses for home” as I’ve got a little Cassanova on my hands!

    This is an incredible resource. Thank you Norway Mom for doing all this

    work. What a time saver, I can not thank you enough.   You have the best

    links.

    Thank You – Thank You – Thank You!

    Wow thank you for the amazing resources!

    kristys- I have some of the Help Me Be Good series.  I do like them.  They have lots of pictures showing the kids doing the talking.  Some of the books cross topics, so I returned some of them.  I got them thru scholastic book club, they sent a book monthly.  My dd seems to like them more now that she is older.

    I hit the jackpot today and found a google preview of Carol Gray’s “The New Social Story Book – Illustrated Edition” with 25 social stories on view under the categories Social Skills, People and Pets, and Personal Care.  Here’s the list:

    Chapter 1: Social Skills

    • Learning to chew gum

    • Giving a gift

    • Happiness is a good feeling

    • Learning to help others

    • How to give a hug

    • How to greet someone

    • How to make someone happy

    • How to use the telephone

    • Learning to play fair

    • Receiving a treat in school

    • Sharing

    • Smiling

    • Learning to shake someone’s hand

    • When do I say, “Thank you” and “Excuse me?”

    • Looking while listening

    Chapter 2: People and Pets

    • Can I hold the baby?

    • I have a cat

    • Playing with my dog

    Chapter 3: Personal care

    • Nightmares

    • Using the shower

    • Learning to shave

    • Washing my hands

    • Wearing clothes, shoes, and a new shirt

    • Keeping others healthy when I cough

    • Thermometers

    http://books.google.com/books?id=6ysB9NkTSNYC&pg=PR11&am p;am p;dq=%22social+story%22+shampoo&sig=gtt1Eak4AWmXIzFFDnEZ KXSzqE8#PPP1,M1

    NorwayMom39647.1863657407This saves so much time for me!  I will definetly save those!!!  I really wish local libraries had more books on autism AND books for kids w/autism!  I told the children’s librarian how much the DK “MY FIRST____” (picture) books helped my son and she ordered more right away.  The more the merrier.  Thanks for posting!

    NorwayMom:

    Thank you so much!  You are such a wealth of information, and these will be a great resource for my dd!!

    I don’t understand how you do it, Norwaymom. You should really think

    about starting a resource website! Seriously! You could get paid to help

    parents! (sell books? Sell Ads?) My goodness, are you ever helpful!As always, NorwayMom–YOU ROCK! Thank you so much for all of this,

    what a time & lifesaver you are. Interesting–those “Flemington-Raritan”

    ones you found, that’s the school district I grew up in. Small world!

    Here’s the list of social stories available at http://www.machkovich.com/CorysAutismRecovery/SocialStories/ index.htm

    Cool!  I hit the jackpot again!  I ran across a website with 20 social stories, all with text, audio and flash-art of pages turning in a book.  Some of them have simple animation on each page, others have pictures, others just text.  Here’s the list of story titles:

    Animated:

    Getting a hair cut, Greeting people, Hare and the tortoise, Saying please, Saying thank you, sharing with friends, Sitting quietly, Visiting the dentist, and Walking in a line.

    Stories in pictures:

    Listening to others, Other people’s watches, Other people’s spectacles, Playing with my tea, Putting my toys back, Shopping, Visiting a doctor, and Washing my hands.

    Stories in words:

    Introducing myself, Raising my hand, and Receiving a compliment.

    To access them, go to this webpage and click on “Ready for our stories?” at the bottom of the page.

    http://www.jambav.com/modules/makale/makale.php?id=6

    You should then see an image of 3 bookshelves.  Click on the title you want, and its image will show up on the bottom shelf.  Click on that image to start the story.

    You can get back to the bookshelves at any time by clicking on the menu tab, and then choosing “Select.”

    Enjoy!

    Thanks for taking the time to get these! They are great! I love social stories and our kids respond to them so well! I saw on ebay Joy Berry Books on social stories…They have a series “Help me be good” a complete series is @30 books.  I am looking into those as well:)  They are longer and not sure Sarah would respond to them as well as these “short and sweet” ones!:)

    Here’s my latest list of sample social stories.  Please note that some links get corrupted over time — the server seems to add random spaces in the address.  If an address doesn’t work, try removing the spaces.  If it still doesn’t work, let me know and I can try to fix the link.  Be sure you browse through all the posts under this topic for more social story links and social story examples.

    TRY THIS LINK FIRST:

    http://www.kansasasd.com/socialnarratives.php

    http://www.positivelyautism.com/volume4issue2/section2.html – 6 social stories related to playing board games.

    http://www.ucdmc.ucdavis.edu/mindinstitute/research/cabil/So lomon-SocialSkills.pdf – change of time for recess (see page 27).

    http://www.bfinclusion.org.uk/Autism%20htm/autism_socialstor ies.htm – nursery school, assembly, fire alarm, circle time, speech therapist, sports day.

    http://www.bfinclusion.org.uk/Autism%20htm/autism_school_beg inning.htm – set of social stories covering the whole school day

    http://books.google.no/books?id=op0QjZikXgsC&pg=PA88&amp ; ; ; ; ; ; ; ; ; ; ; ;lpg=PA88&dq=%22social+story%22+%22i+live+with%22&so urce=bl&ots=LPadnE4A0Z&sig=wptppgkx1qy7jAYI2ZE4Me1N1 Oc&hl=no&sa=X&oi=book_result&resnum=7&ct =result#PPA89,M1 -birthday party, washing machine, raising hand (teen version) and a college-level social story.  From the book “Revealing the hidden social code” by Howley et al.

    http://books.google.no/books?id=SoMqHlBLBREC&pg=PA62&amp ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;lpg=PA62&dq=%22social+story%22+%22my+team%22&source =web&ots=UsqKxWa3ML&sig=YrAW–HYP6-ciAhx_EM9oIo5SaA& amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp;hl=no&sa=X&oi=book_result&resnum=3&ct=re sult#PPP1,M1 – Social story on good sportsmanship and “my quiet spot” from Google books excerpt from Rebecca A. Moyes book “Addressing the Challenging Behavior…”

    http://christinesouthard.blogspot.com/2008/07/social-stories -using-mixbook.html – social story about visiting a children’s museum with hands-on activities like music and bubbles.  Made using mixbook software.

    http://www.playtimewithzeebu.com/ – the four video clips on this website can function sort of like social stories about being calm (models taking 5 calming  breaths, reinforces that being calm helps us think).  Also mad/worry and perspective taking (looking at you means thinking about you).  Also, look under “How to use your zeebu puppet” for tips on games/activities.  I especially liked the idea of writing on a laminated thought bubble and holding it above your head to bring attention to your thoughts and feelings.

    http://playtolearn.weebly.com/uploads/6/9/2/6/692603/kens_st ory.doc – bus story with illustrations.

    http://www.liveastory.com/demo/edit/2351– “saying hello” (illustrated)

    http://www.mslbd.org/resources_teacher.htm – at present this materials exchange bank includes one social story, about staying on the “green schedule” instead of displaying negative behavior and switching to the “red schedule.”

    http://www.iidc.indiana.edu/irca/HatsOff/HatsOffHBM.html – going to the movies.

    http://www.chicagochildrensmuseum.org/CCM_Social%20Story.pdf – to prepare kids for a visit to this particular museum.

    http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccon n/main.php?cat=behavior&subsection=pbs/casea&scene=4  – short power card story about using words when mad, with “Toy Story” character illustrations.

    http://www.atpl.net.au/data/sample/pdf/atpsample_14206.pdf – being angry is okay (text only).

    http://www.smelena.com/article_emotion_management.php – controlling emotions (for a teen)

    http://leechbabe.wordpress.com/2008/05/11/birthday-party-soc ial-story/ – birthday party story, no illustrations.

    http://leechbabe.wordpress.com/2008/07/20/going-away-social- story/ – about mommy going away on the airplane and what daughter will do while mommy’s away.  With some re-usable illustrations (plus personal photos).

    http://www.childrenshospital.org/clinicalservices/Site2224/m ainpageS2224P6sublevel7.html – social story for autism evaluation.

    http://www.channing-bete.com/pandemic-flu/hygiene-handwash.p hp – animated online book with steps for washing hands, and why we do it.  Click on “see a sample video clip”.

    http://www.autismsocialsteps.com/bassgettingdressed.html – getting dressed, a “social instructional story” with illustrations

    http://www.instructingautism.com/2008/01/social_story_i_cove r_my_mouth.html

    http://www.instructingautism.com/social_stories/ – I cover my mouth, I can say excuse me, and I can clean the table (plus some related teaching tools).

    http://www.autismsocialsteps.com/bassbusride.html – riding the bus, a “social instructional story” with illustrations

    http://www.pop.deltasd.bc.ca/acrobat/cough.pdf – I need to cover my mouth when I cough, with illustrations.
    http://www.llr.state.sc.us/FMARSHAL/SCFIRS/FREDDIE/Forms/Ada pted_Curriculum.pdf – 8 social stories at various learning levels, involving fire safety.

    http://www.sensory-processing-disorder.com/The_SPD_Companion -social-stories-and-spd.html – playing board games at recess, story time at school, when I have to take the bus instead of being picked up.

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=27665 – treating books carefully.

    http://www.ehow.com/how_2255108_write-social-story.html – following directions at school

    http://www.iase.ie/ppt/Katarina_Larsson_Methods_of_Teaching_ Social_Skills.ppt – slide 28 is about dressing for the workplace, and slide 31 is about eating lunch in a cafeteria (for an adult).

    http://www.sess.ie/sess/Files/SocialStory.pdf – going to the diner (illustrated) and new school (fill in the blank).

    http://www.haringey.gov.uk/what_are_social_stories.pdf – washing hands (page 13), attending a funeral (page 21), and sleep (page 26).

    http://autism-visuals.com/Documents/moving_day.doc – moving to a new house

    http://www.ispeek.co.uk/index.asp?page=freebies.asp – 3 simple stories/visual checklists about what to do when feeling worried, sad, or angry.

    http://eprints.qut.edu.au/archive/00001235/01/1235.pdf  – standing in line, not calling out.  No pictures.

    http://books.google.no/books?id=op0QjZikXgsC&pg=PA54&amp ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;a mp; ;a mp;a mp; ;lpg=PA54&dq=%22social+story%22+laugh&source=we b& ;ots=LP97qzawZ_&sig=EYKE9WiwMHMqoCrBqy-gbR0dkPs& amp; amp; amp;hl=n o#PPA51,M1 – social stories for older kids/teens from the book “Revealing the Hidden Social Code.”  Box 3.1 and 3.3 are about putting away things at school, 3.2 preparing for visiting a newspaper office for workexperience week, 3.4 break time during work experience week,  3.5 answering the teacher’s questions in class.

    http://books.google.no/books?id=EKozp4KdQ6QC&pg=PA181&am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p; amp;am p;am p;am p;am p;am p;am p;lpg=PA181&dq=%22social+story%22+laugh&source =web&a mp;ots=Ga43SJlDdy&sig=eFH18sQ0rQuJlJPJMdvP9e tQ-Yw&hl =no#PPA181,M1 – sharing toys at school, included in a long excerpt from the book “Asperger Syndrome and the Elementary School Experience”

    http://www.pathfindersforautism.org/upload/Theater_SOCIAL_ST ORY.pdf – going to the movie theatre, with photos.

    http://www.njcie.net/pdf/tips/social-stories.pdf – lining up, sitting on the carpet (circle time).  No pictures.

    http://www.chicagochildrenstheatre.org/media/Social%20Story. pdf – to prepare kids for seeing a specific theatre production

    http://www.nhcue.edu.tw/~dse/news/PDF_0425-26.pdf – about talking in 3rd grade (circle time).

    http://www.first5sanbernardino.org/news/readarticle.asp?arti cleid=134 – “Fires” and “Fires and Leaving my House”

    http://www.ccsd.edu/LittleTor.cfm?subpage=1804 – several social stories from Little Tor Elementary School, including wearing glasses.  See complete list on page 8 of this topic.

    http://www.asperger.net/newsletter_dec01keeling.htm – winning and losing games, written with Power Puff Girls instead of in the traditional first-person form.  The social story was supplemented with a power card.

    http://www.autismcommunityconnection.com/files/EEG_Test_pdf. pdf – EEG, with photos.

    http://neurodevelopmentcenter.com/uploads/pdf/QEEG_social_st ory.pdf – Quantitative EEG, with photos

    http://www.autismcommunityconnection.com/files/Blood_Test_pd f.pdf – blood test, with photos.

    http://www.linguisystems.com/itemdetail.php?id=383 – click on “more samples” for the following:  staying on topic, biting self, washing hands, lunch choices, electricity goes out.  Click on “2 sample pages” for keeping clothes on, and pushing.  All with simple illustrations.  See more from this company on page 8 of this topic.

    http://billandaddie.blogspot.com/search?q=Bedtime+social+sto ry – bedtime

    http://dese.mo.gov/divspeced/stateschools/PDF/ParentFocus(De c05).pdf – bedtime

    http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_s tories.htm – 28 stories from the staff at Flemington-Raritan autism program (see list on page 2 of this topic).

    http://www.polyxo.com/socialstories/ – social stories under 8 main categories, by Jason M. Wallin (see list on page 2 of this topic)

    http://www.child-autism-parent-cafe.com/autism-social-story. html – 7 social stories, including public restrooms (with photos).  See list on page 2 of this topic.  Also has easy directions about writing social stories.

    http://www.pent.ca.gov/socstories.htm – asking a new friend to play, quiet inside voice, setting boundaries for who can kiss you (for teenager), and introducing the concept of “safe strangers” (police, ambulance, etc.)

    http://www.adders.org/socialstories.htm#top – Getting dressed, getting ready for school, personal hygiene, playing with friends, keeping my room tidy, nice hands/naughty hands, spiders and balloons.

    http://www.thegraycenter.org/socialstorywriting.cfm – from Carol Gray, the creator of Social Stories.  Includes a long one about personal space and private body parts.

    http://www.tinsnips.org/Pages/socialskills.html – menstruation and deodorant

    http://www.wm.edu/ttac/articles/challenging/what’s_the_story .html – my new teacher story

    http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=458&a=5497 – waiting my turn to talk

    http://www.ourspecialkids.org/socialstoriessample.html – listening to the teacher and asking for help

    http://www.vanderbiltchildrens.com/uploads/documents/triad_s ocial_skills1.pdf – staying calm in class (page 35)

    http:www.pattan.net/files/Paraed/ParaSummer05/8ASD.ppt – see page two of this topic, since the social story slide is hard to find on this link.

    http://www.adders.org/socialstories6.htm – playing with friends

    http://etd.lib.ttu.edu/theses/available/etd-10212006-124110/ unrestricted/Brown_Donna_Diss.pdf  – flushing the toilet (Figure 1.6 on p. 183 or 193)

    http://www.seo-serrc.org/Spectrum%202003%20Summer.pdf – fire drill (p. 8)

    http://www.thetherapyplace.net/newsletter/newsletter.pdf – Thanksgiving

    http://glencoe.com/sites/common_assets/familyconsumser/artic le/articles.php?articleId=1623 – anger

    http://www.askaspecialist.ca.gov/archives/2006/ADHD/June_200 6.htm – flying

    http://www.raisingdeafkids.org/growingup/toddler/tantrums/st ory.pdf – sharing toys and dealing with anger.

    http://ourworld.compuserve.com/homepages/mdenoncourt/Example s.htm – showing affection, hugging, listening to stories.

    http://www.medicine.uiowa.edu/autismservices/Social_Story/so cial_stories.htm – tipping your chair, looking too long at girls, yelling

    http://www.geocities.com/denisev2/social_stories.html – getting angry, how to get help, “I don’t understand”, playing games that make kids mad, “shhh”, taking a bath, talking about my day, using my words, and the street.

    http://members.tripod.com/~RSaffran/social.html – At least 20 stories, including bullying, weird habits and repetitive questioning.  Written in list format.

    http://www.cdlsusa.com/publications/reachingout/archive/Mana gement_of_Anxiety_and_Aggression.pdf – swimming (Figure 2)

    http://www.autism-india.org/apr00.html – when I get angry

    http://216.239.59.104/search?q=cache:JFAhMpzRSroJ:www.macmh. org/programs_services/education/conference/handouts/04hand ou ts.pdf+%22social+story%22+%22change+in+routine%22&hl =en& amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp; amp;ct=clnk&cd=68 – change in routine

    http://www.mugsy.org/connor6.htm – lunch time at school

    http://216.239.59.104/search?q=cache:zV9bbeW5DY4J:www.maapse rvices.org/Maap_Archive_Articles/SocialChallenges.pdf+chur ch +%22wrote+a+social+story%22&hl=en&ct=clnk&cd =6  – different bus, what does autism mean

    http://www.autism-india.org/dec98.html – church (the story is kind of buried on a long webpage.  Search for the word church to find the story text)

    http://www.drspock.com/discussion/message/0,1812,33663,00.ht ml – fear of storms

    http://www.coe.ohiou.edu/resources/documents/Eckelberry-F07. pdf – When I am feeling mad, When to kiss, What goes in your mouth.

    http://farmington.hmc.ox.ac.uk/documents/new_reports/TT189.p df – table manners

    http://www.autism-india.org/apr00.html – being clean, using the toilet, social skills, independent work, greeting, listening, and dealing with anger.

    http://www.kent.gov.uk/publications/social-care-and-health/c dr-social-stories.htm – waiting in line, sitting quietly, lining up for lunch, catsitting, playground, and taking a test (GCSE).

    http://www.education.gov.ab.ca/k_12/specialneeds/autism/Day2 .doc – eating lunch at school.

    http://saskschoolboards.ca/research/students/98-01.htm – taking turns at the computer.

    http://aspiesinc.blogspot.com/2006/10/social-stories-mom-has -bad-days.html – Mom has bad days

    http://etd.unisa.ac.za/ETD-db/theses/available/etd-09202006- 092804/unrestricted/thesis.pdf – being first, raising your hand, playing together

    http://www.olderchildadoption.com/parenting/socialstorysocia lskills.htm – how to have successful conversations

    http://216.239.59.104/search?q=cache:yKXhT2Xmb6EJ:journals.s ped.org/EC/Archive_Articles/VOL.37NO.4MarApr2005_TEC_Black 37 -4.pdf+%22calming+book%22+%22social+story%22&hl=en&a mp;a mp;a mp;a mp;a mp;a mp;a mp;a mp;a mp;a mp;a mp;c t=clnk&cd=2 – dealing with anger (personal calming book)

    http://www.mark.umd.edu/~mark/I_Like_to_Play.html – the point was apparently alternatives to stimming while outdoors

    http://www.speakingofspeech.com/PDFs/Raising_Hand_Social_Sto ry.pdf;$sessionid$XQKUBUIAAARI5TZENUGZPQWPERWRJPX0

    – raising your hand (illustrated)

    http://www.speakingofspeech.com/PDFs/Eye_Contact_Facts.pdf;$ sessionid$XQKUBUIAAARI5TZENUGZPQWPERWRJPX0  – eye contact (more an explanation than a social story, has illustrations)

    http://www.speakingofspeech.com/PDFs/Interrupting_Facts.pdf; $sessionid$XQKUBUIAAARI5TZENUGZPQWPERWRJPX0  – interrupting (more an explanation than a social story, has illustrations)

    http://www.speakingofspeech.com/uploads/Quiet_Mouth_SocialSt ory.pdf – quiet mouth (illustrated)

    http://www.speakingofspeech.com/PDFs/Homework_Social_Story.p df;$sessionid$XQKUBUIAAARI5TZENUGZPQWPERWRJPX0  – homework (illustrated)

    http://www.speakingofspeech.com/PDFs/PottyWordsStory.pdf – no potty words (illustrated)

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=28654&am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;PN=1 – nose picking social stories.

    http://www.speakingofspeech.com/PDFs/MiddleFingerStory.pdf – middle finger (illustrated)

    http://www.speakingofspeech.com/PDFs/ChoicesandHaveToDo.pdf – choices vs. have-to-do’s (illustrated)

    http://www.speakingofspeech.com/generic38.html – behaving respectfully and going to a new school (both illustrated)

    http://www.speakingofspeech.com/PDFs/SocialKiss.pdf – save kisses for home (illustrated)

    http://educ.ubc.ca/faculty/pmirenda/KUOCH_MI.PDF – sharing, playing games, time to eat (see appendix)

    http://216.239.59.104/search?q=cache:_MDs70MQvDoJ:www.csus.e du/indiv/b/brocks/Workshops/CASP/ASD%2520Interventions.CAS P% 25202007.pdf+%22social+story%22+memory+game&hl=en&am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;ct =clnk&cd=52 – When other students get upset

    http://www.slatersoftware.com/Easter%20Social%20Story.pdf – dying Easter eggs (illustrated)

    http://www.autism-india.org/apr01.html – accepting help from other kids.

    http://www.columbia.k12.mo.us/staffdev/CPSPBS/Shepard/Shep_H allway_Safe.doc – how to act in the school hallway

    http://www.angelfire.com/ky/touristinfo/samplesocialstory.ht ml – learning to shop independently

    http://www.angelfire.com/ky/touristinfo/socialstorycartrip.h tml – preparing for a road trip

    http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_s tories.htm – asking  other kids to play

    http://www.kent.gov.uk/NR/rdonlyres/7D4EB0E8-7416-4845-850C- 8022440D23A6/8132/cdrsocialstories.pdf  – “In the playground” about not hurting others.

    http://sam26847.tripod.com/index.html – a very simple hair cut story, two toilet training stories, and playing at school.

    http://www.adders.org/socialstories8.htm – nice hands, naughty hands

    http://www.geocities.com/denisev2/social_games.html – playing games that make kids mad

    http://www.butterflyeffects.com/tips/elopement-tips-when-i-w ant-to-go-outside.aspx – for kids who escape

    http://www.butterflyeffects.com/articles/social-skills-probl ems-tips-social-story-on-sharing.aspx  – sharing

    http://www.butterflyeffects.com/tips/social-story-on-making- agreements.aspx – making agreements with friends

    http://www.butterflyeffects.com/tips/social-story-for-saying -excuse-me.aspx  – saying excuse me

    http://www.butterflyeffects.com/tips/social-story-on-listeni ng-to-teacher.aspx – listening to the teacher

    http://www.butterflyeffects.com/tips/elopement-tips-when-i-a m-at-the-store.aspx – at the store

    http://www.butterflyeffects.com/tips/toilet-training-tips-so cial-story-for-toilet-training.aspx  – toilet training

    http://www.butterflyeffects.com/tips/social-story-on-saying- nice-things.aspx – saying nice things

    http://www.fraser.org/products/CDs.html – video social story about going to the dentist.

    http://dentistry.about.com/od/childrensdentistry/ig/Dentist- Appointment-Photos/index.htm – photo gallery of dentist pictures, with captions rather than social story text.

    www.abiq.org/events/2005/04/HandoutsTeacherAidesWorkshop.ppt – 3 social stories, see page 2 of this topic.

    http://www.pitt.edu/~nminshew/story_index_return.html – 5 sample stories with pictures, made for older kids participating in research studies.  Includes one about a functional MRI.

    http://www.educ.ttu.edu/EDSP/burkhartproject/ModuleThree/Dif ferent_Approaches/Social_Stories.htm  – about teeth brushing

    http://www.usd.edu/cd/autism/Autism%20Handbook.pdf – raising your hand vs. the teacher calling on you.

    http://www.autismnetwork.org/modules/social/sstory/lecture08 .html – 2 stories, greeting people and showering

    http://www.autismnetwork.org/modules/social/sstory/lecture04 .html – 2 stories, sharing toys during playtime at school and staying on topic/limiting talk about special interest

    http://www.autismnetwork.org/modules/social/sstory/lecture07 .html – 2 stories, transitioning to a middle school and having a new special ed teacher.

    http://www.autismnetwork.org/modules/social/sstory/lecture09 .html – learning to interact appropriately with a specific paraprofessional/aide.

    http://books.google.com/books?id=6ysB9NkTSNYC&pg=PA22-IA 2&lpg=PA22-IA2&dq=%22social+story%22+shampoo&s ou rce=web&ots=AaXkKw4aw1&sig=Bd5_47-aK-dV4xKwBCu2h yamJ 5s#PPR11,M1 – a google book preview of Carol Gray’s “The  New Social Story Book – Illustrated Edition” with 25 social stories on view under the categories of Social Skills, People and Pets, and Personal Care.  See list on page 3 of this topic.

    http://autism.healingthresholds.com/therapy/social-stories – shoe shopping

    http://www.stopthatbehavior.com/pdf/cgt_social_story.pdf – preparing for camp

    http://www.youtube.com/watch?v=wSznf5We2Jc – a video social story about using the bathroom at school instead of peeing on the playground.  With Tom and Jerry!

    http://www.machkovich.com/CorysAutismRecovery/SocialStories/ index.htm – 20 stories.  See the list on page 3.

    http://www.jambav.com/modules/makale/makale.php?id=6 – 20 social stories with flash-art of pages turning in a book.  Some have animations on each page, others have pictures, and others are text only.  See instructions and list of story titles on page 3 of this topic.

    http://www.users.qwest.net/~tbharris/SocialStories1.htm?user id=Givesmart&userip=71.195.33.33&useragent=Mozilla %2 f4.0+(compatible%3b+MSIE+7.0%3b+Windows+NT+5.1%3b+.NET+C LR+1 .1.4322) – chewing gum

    http://www.aspergerinfo.freeservers.com/socialstoriesindex.h tm?userid=Givesmart&userip=71.195.33.33&useragent= Mo zilla%2f4.0+(compatible%3b+MSIE+7.0%3b+Windows+NT+5.1%3b +.NE T+CLR+1.1.4322) – Our family is a team, Staying calm and safe when I am upset, and I can be a polite guest.

    http://www.ceo.woll.catholic.edu.au/home/jdavies/stories.htm ?userid=Givesmart&userip=71.195.33.33&useragent=Mo zi lla%2f4.0+(compatible%3b+MSIE+7.0%3b+Windows+NT+5.1%3b+. NET+ CLR+1.1.4322) – several stories, see list on page 3 of this topic.

    http://www.fcps.edu/ss/its/howtos/socstor/socstories.htm – see list of 23 stories on page 4 of this topic.

    http://www.tautoko.org.nz/social_stories.htm – see list of 7 stories from New Zealand on page 4 of this topic.

    http://www.mhkc.org/Resources/especiallyForCampers.aspx – see the long list of social stories pertaining to summer camp on page 4 of this topic.

    http://www.asdatoz.com/Documents/Website-%20USING%20SOCIAL%2 0STORIES%20lthd.pdf – going to K-mart with your aide, study hall.

    http://www.amazon.com/gp/reader/1853029505/ref=sib_dp_pt/104 -5219620-8195900#reader-link – excerpt from Carol Gray’s book “My Social Stories” on Amazon.  Features a story about using the toilet and another about washing hands.

    http://james-autism.blogspot.com/2006/02/red-words-green-wor ds.html – Red words and green words, a simple way of presenting negative and positive behaviors/words and their consequences.

    http://www.unc.edu/depts/recreate/crds/autism/four.html – socializing instead of reading the newspaper at breakfast, swimming.

    http://www.aspect.org.au/publications/ksummer07/ksummer07.pd f – Getting my hair cut (with illustrations)

    http://home.swbell.net/jim-rand/to_throw_or_not_to_throw–hu mor.doc – where, when and what is okay to throw.  Includes some silly examples.

    http://home.swbell.net/jim-rand/good_mood–no_computers.html – why do people try to cheer others up.

    http://www.connectability.ca/connectability/library/document s/Creating+Social+Stories.pdf – 2 short stories for the transition to kindergarten (Lee Goes to School and Mark Sits in Circle).

    http://education.staffordshire.gov.uk/NR/rdonlyres/8C9635A9- 0372-4715-905F-E8BE49E20322/38264/SocialStories30October2006 .doc – 3 stories, Contributing to a Group, Learning to Stay Calm in Class, and Time to Play Quietly.

    http://www.thepartnership-yh.org.uk/secureFileSystem/temp/SA BBDBAC_DCBCHDBBNLNPJAALJEKDDHHO/Social%20Stories%20-%20Leeds .doc – 20 stories from a school in the UK, see list on page 4 of this topic.

    http://www.thepartnership-yh.org.uk/secureFileSystem/temp/SA BBDBAC_DCBCHDBBNLNPJAALJEKDDHHO/Kirklees%20social%20stories. doc – 9 stories from another school in the UK, see list on page 4 of this topic.

    http://www.autism-india.org/dec99.html – Getting a hair cut, on the playground, going to bed and taking a bus.

    http://seab.envmed.rochester.edu/jaba/articles/2001/jaba-34- 04-0425.pdf – getting friends to look (p. 432)

    http://www.faaas.org/doc.php?29,156,491125,faa491125,,,Doc,p age.html – receiving help and various ways of helping classmates

    http://www.aisnsw.edu.au/pd/Portals/10/Newsletters/speced.pd f – Using the computer at school (page 6)

    http://www.geocities.com/davidroyko/ANewLife.html – starting at a new school

    http://www.tigerwires.com/1667708199029/blank/browse.asp?A=3 83&BMDRN=2000&BCOB=0&C=50269  – fire drills (1 picture)

    http://judyanddavid.com/cha/strategies/socstory.html – fire drill and school bus

    http://www.autisminspiration.com/public/dltemp/25AI1171.pdf – fire drill (illustrated)

    http://highscope.org/file/EducationalPrograms/EarlyChildhood /AutismResSpr04.pdf – fire drill

    http://www.aacintervention.com/tips/firehouse%20stories/FIRE %20HOUSE%20STORIES.pdf – fire drill.  Has simple language and repetition.

    www.eiu.edu/~commdis/CDS%20FACULTY%20INFO/Gail%20richard/CDS_5200-webnotes.ppt – fire drill

    http://www.princeton.k12.oh.us/schools/stewart/pdf/nld-asper gers.pdf – for a child who’s bothered by bugs (cicadas)

    http://www.clubmom.com/display/240542 – grocery store

    http://www.oreilly.com/medical/autism/news/social_skills.htm l – James is a good bus rider.

    http://www.slatersoftware.com/Halloween%20Social%20Story.pdf – Halloween.  Others at this website are listed on page 4 of this topic.

    http://knowledge.education.vic.gov.au/sites/knowledgebank/Sh ared%20Documents/Student%20Learning/Social%20Stories.doc  – manners and where should I go to feel safe at school.

    http://www.rowan.edu/library/rowan_theses/RU1999/0261USIN.pd f – Appendix B includes Erich’s book (saying “excuse me” to initiate interaction) and James Learns How to Raise his Hand during Lunch, and Eric Learns to Share.  Appendix A has a sample data sheet for monitoring progress.

    http://www.do2learn.com/makeaschedule/helpdocs/sampleSchedul es/notRightToBite.htm – biting (with simple visuals)

    http://www.do2learn.com/makeaschedule/helpdocs/index.htm – rollerskating field trip (with simple visuals)

    http://www.cdlsusa.org/publications/reachingout/archive/Mana gement_of_Anxiety_and_Aggression.doc  – Daniel goes swimming with Kristin

    http://www.autism-help.org/communication-social-stories-auti sm.htm – Not listening, tuning into people, interrupting, personal space, time out, when others didn’t hear/respond to you, asking questions you know the answer to, circle time, leaving an activity, not calling out to get someone’s attention, coming when an adult calls, when I feel I must talk.

    http://www.ode.state.or.us/gradelevel/pre_k/eiecse/pdfs/sect ion3.pdf – recess for pre-K

    http://www.expresstrain.org/lyrics.pdf – New Teacher Today (sung to the tune of Hickory Dickory Dock), about having a substitute teacher

    http://www.childcarechoicesofboston.org/resources/social-sto ries.htm – making friends at school (for ca. preschool age)

    http://edtech.wku.edu/deans_office/Dr._Tony_Norman/downloads /McDade%20Thesis%20Final%20052007.pdf  – not hitting mom, and greeting people

    http://www.autismhelp.info/htm/education/early/social.htm#so cial – Being a Good Sport The Consequences of Hitting and Pushing Using My Quiet Spot

    http://aut2bhomeincarolina.blogspot.com/2007/01/social-stori es-about-gfcf-diet.html – 3 stories related to the GFCF diet

    http://www.nhcs.k12.nc.us/sped/Autism/HFA%20Website/Power%20 Point%20social%20story].ppt – Power point social story about needing to choose something else when they’ve run out of what we want.

    http://www.dsagc.com/documents/Teacher_vol3_issue2.pdf – taking turns in school

    http://www.curearchives.com/Advice-needed.t3060-8.html – brushing teeth

    http://etd.lib.fsu.edu/theses/available/etd-10282005-174440/ unrestricted/02_ymc_text.pdf – watching tv, reading books, how to play with brother, chewing on objects while thinking

    http://www.autism-india.org/afa_helpline.html – sitting in the classroom

    http://www.emr.vic.edu.au/Downloads/How%20to%20support%20a%2 0child%20with%20Autism%20Spectrum%20Disorder.doc  – visiting performers (how to behave in the audience at school)

    http://www.storymovies.com/storymoviestm/what_is_practice.ht ml – video social story “What is practice?” explaining what this word means and why teachers have students practice skills.

    http://www.storymovies.com/storymoviestm/thomas_edison_mista kes_and_.html -video social story about staying calm and being patient and persistent when I’m doing something difficult or make a mistake (uses Thomas Edison as a role model).

    http://www.storymovies.com/storymoviestm/looking_and_listeni ng_for_r.html – video social story with various examples of showing consideration of others (they call it respect, and urge kids to look and listen for example of it in their daily lives).

    http://www.txsha.org/Convention/pdf/Zimmermann,%20Dottie-Soc ial%20Stories-Major%20Spkr.pdf – “When should I wash my hands?” “What will I do when I go to the grocery store with my mom” and “What can I do when I feel mad” (all with PEC type illustrations)

    http://wps.prenhall.com/chet_mastropieri_inclusive_3/0,11890 ,3152173-content,00.utf8.html – simple story about school gym class.

    http://www.nea.org/specialed/images/autismpuzzle.pdf – what to expect when the teacher says “okay, class, listen up”

    http://www.pluk.org/ITVdocs/02_10_04.pdf –lunch

    http://www.geocities.com/denisev2/spd_plan.html – staying in the classroom when you get upset

    http://www.connectability.ca/connectability/pages/si_tipshee ts/turn-taking.pdf – taking turns with a toy

    http://portal.esc20.net/portal/page/portal/esc20public/Speci alEducation/autism/socialstories  – 5 stories with pictures:   Can I sniff your hair?  I need a tissue.  Why do I have to wear a seatbelt?  I need a break.  Where can I go to scream?

    http://www.cheri.com.au/PDF_Files/professionals/Whatisasocia lstory.pdf – 5 social story with simple pictures/icons – crying, playing games, people I can talk to (ie not strangers), working by myself, my friday test.

    http://www.djusd.k12.ca.us/pioneer/lburgos/SocialStories.htm – Lots of unillustrated social stories:  families (2 stories), new baby, being nice to pets, making sandwich, answering the phone, how to pick up toys, Halloween, carving a pumpkin, Valentines, teacher, sharing a pencil, making mistakes, listening to stories, the playground, friends, asking someone to play, how to be someone’s friend, respecting other people’s belongings, taking turns, greeting people (2 stories), saying nice things, listening, asking questions, and anger.

    http://www.ihdi.uky.edu/kypslp/ServiceLearningPP4-24-03.pdf – social story for a special project involving counting.  Includes task analysis and a datasheet for the teacher to monitor counting, staying on task, and responding appropriately to peers.

    http://www.essexonline.gov.uk/vip8/si/esi/content/binaries/d ocuments/Service_Areas/SENaPS/SEN_Protocols/Promoting_Posi ti ve_Behaviour.pdf – 8 stories (the first two have pictures)  – asking questions in class, my school day, sharing toys, sharing, playing fairly, how to ask for help, staying calm in class, listening to the teacher,

    http://www.thegraycenter.org/socialstories.cfm – scroll down to see the following sample social stories:  Line Leader, Pretend Examples in School Work, What Happens with Art When it Travels from My Mind to My Project, AOK to Use the Bathroom Any Way (dealing with changing a child’s expectations), Affirmation Story, Expressing/Controlling Anger, Understanding POSSESSION.

    http://www.sd46.bc.ca/ASD/Social%20Stories – Carol Gray’s Understanding possession and Pretend Examples in School Work are also posted here.

    http://www.teachthefuture.net/uap/domain3.pdf – short story about playing.

    http://www.focus-ga.org/newsletter_2005.htm – being a good bus rider.

    http://ici2.umn.edu/elink/pdf/asds3_4aR.pdf – following the teacher’s directions.

    http://www.tki.org.nz/r/gifted/disabilities/autspec_dis_e.ph p – having a substitute (relief) teacher.

    http://www.venturacountyselpa.com/A-Z/HTMLobj-796/Teacher_s_ Toolbox_10.06.pdf – social story templates (stories with space provided to add name and photos) staying calm at school, what to do when someone bothers us, saying hi to friends at school.

    http://attainmentcompany.com/pdfs/bookSamples/LSR_Sample.pdf – barber/hair cut (with photos), doors in public buildings (with photos).

    http://www.aboutkidshealth.ca/JustForKids/ES_esafe.aspx– interactive video about electrical safety.

    http://www.aboutkidshealth.ca/JustForKids/newbaby1.aspx – interactive audio-video books about expecting a new baby and being a big brother/sister.  Some sections of the book are more like social stories than others.

    http://www.latrobe.edu.au/hcs/projects/autism/social_stories .htm – playing together.

    http://www.spdsupport.org.uk/socialstories.html – answering questions in class.

    http://card.ufl.edu/socialstories.htm – when is it okay to run?

    http://www.challengingbehavior.org/explore/pbs_docs/social_s tory_tips.pdf – running inside.

    http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1064&a=6832 – going to the supermarket (under the paragraph headed “Preparation”).

    http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=528&a=3376 – “time for bed” (under the paragraph headed “Explaining sleep”).

    http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid= 11381 – when somebody tells you to “chill”

    http://www.johnbald.net/goplay/safety.htm – fire safety and pedestrian safety stories with photographs.

    http://www.scboces.k12.co.us/english/IMC/Focus/Circle%20time .ppt – circle time, with photographs.

    http://www.livingartscentre.ca/lac_dev/images/temp_static/20 070426142914.SocialStory.doc – field trip to an interactive art museum, with photographs.

    http://www.spacepage.co.uk/index.php?option=com_content& task=view&id=4&Itemid=5  – saying hi

    http://www.journal.naeyc.org/btj/200509/BriodyBTJ905.pdf – 2 stories for toddler transitions (drop-off at daycare, starting the day at preschool)

    http://www.positivelyautism.com/aug07socialstory.ppt – power point social story about what to do when angry or frustrated.

    http://groups.msn.com/TheAutismHomePage/general.msnw?action= get_message&mview=1&ID_Message=5775&LastModifi ed =0&ID_Topic= – Catherine Faherty’s social story “Why people laugh when I’m not making a joke”

    http://autism.about.com/od/treatmentoptions/l/angry.pdf?nl=1 – dealing with angry feelings while playing with another kid.

    http://eprints.qut.edu.au/archive/00001235/01/1235.pdf – not pushing in line, raising your hand.

    http://home.cc.gatech.edu/autism/uploads/44/hagiwaramyles.pd f – going to the bathroom and washing hands before snack.  By Brenda Myles.

    http://www.aisnsw.edu.au/PD/Portals/10/Conferences/Counsel20 06/Social%20stories%20Jane%20Cotter.ppt  – Working by myself, How to borrow (a rubber eraser), People I can talk to (at the store), Playing games, Being organized, My Friday test, When I’m fed up with questions,

    http://www.sensory-processing-disorder.com/The_SPD_Companion -explaining-SPD-to-your-child.html  – explanation of sensory issues.

    http://www.thomasamckean.com/gallery/albums/writings/OkayAut ism.pdf – “It’s okay to have autism”, written by an adult with autism.

    http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourt h.pdf – answering the telephone (p. 184), joining a conversation (p. 187), taking and making mistakes on tests (p. 194-5), my morning routine (p. 196), different kinds of touch (p. 199) 

    http://www.education.gov.yk.ca/pdf/fasd_manual_2007.pdf – looking while listening (ca. page 84 or section 10:10)

    See also separate list of dental health-related social stories on page 6 of this topic.

    Anybody else have some good ones?

    NorwayMom40980.1346759259

    There’s a dentist social story on CD-ROM, but you can see a sample of it free here.  It might be helpful to show your child.

    http://www.fraser.org/products/CDs.html

    Thanks!

    I’m about to write two of my own:

    Bug goes to the Dentist AND (more importantly?  LOL) Bug gets a haircut…

    These will be great to help me write mine…

    Bug’s teacher has sent one home for school – to help him with the transition from school to home…  (His teacher is fabulous – I don’t think I can say that enough!  She also sent home visual schedules for me to help in the morning when we’re getting ready!)…

    Here are some more social stories.  I’ve edited my above list:

    http://www.raisingdeafkids.org/growingup/toddler/tantrums/st ory.pdf – sharing toys and dealing with anger.

    http://ourworld.compuserve.com/homepages/mdenoncourt/Example s.htm – showing affection, hugging, listening to stories.

    http://www.medicine.uiowa.edu/autismservices/Social_Story/so cial_stories.htm – tipping your chair, looking too long at girls, yelling

    http://www.geocities.com/denisev2/social_stories.html – 9 stories, including taking a bath and talking about my day

    http://members.tripod.com/~RSaffran/social.html – At least 20 stories, including bullying, weird habits and repetitive questioning.

    I updated my list to include the 7 social stories here:

    http://www.child-autism-parent-cafe.com/autism-social-story. html

    Norway mom, I just love ya!  Thanks to you and all the other contributors!  You people save my bacon, regularly.

    Here’s the sample calming book from the above list.  I’m putting it here because it’s hard to copy and paste from the link.  The original article included drawings, photos and/or clip art on each page.

    Page 1 – “Hi, My name is […..].  Sometimes I get mad.  When I get mad, I feel tense.  I look like this.  I don’t like to be mad.  So I’m learning how to calm myself.”

    Page 2 – “When I feel tense, I calm myself by breathing in deeply. Then I say, ‘In with the glad.’  It feels good when I do this.  I like doing this.  My teachers and friends like it
    too.”

    Page 3 – “The next thing I do is breathe out and say, ‘Out with the mad.’  I push the mad out. This is fun. I like doing this. I do this three times. It makes me feel less tense.”

    Page 4 – “Then I count to 10 pizzas. I start with 1-pizza, then 2-pizzas, 3-pizzas, 4-piz-
    zas. This is fun. I feel better already.” [clip art of 4 pizzas.  You could use another object that your child gets good feelings from]

    Page 5 – “Then 5-pizzas, 6-pizzas, 7-pizzas, 8-pizzas, 9-pizzas.  Wow! I feel good!?”

    Page 6 – “10-Pizzas! Yes, I did it!  I feel so good.  I am happy. My teacher is happy. My friends are happy.  I like feeling this way. I like feeling calm.” [photo of holding up 10 fingers]

    Page 7 – “I’m glad I learned to stop being mad.  I feel so calm.  I feel happy.  I like taking care of myself.  My teachers and friends like it too.”

    Page 8 – “My teacher is very proud of me.  She says I stop being mad very well.  She tells my friends what a good job I do.  I like my new skill.” [photo of child with his teacher.  Could also be the parents who are proud of course]

    Source:  http://216.239.59.104/search?q=cache:yKXhT2Xmb6EJ:journals.s ped.org/EC/Archive_Articles/VOL.37NO.4MarApr2005_TEC_Black37 -4.pdf+%22calming+book%22+%22social+story%22&hl=en&c t=clnk&cd=2 

    Today I happened upon a worksheet to fill out before writing your own social story:

    http://www.frsd.k12.nj.us/autistic/Parent%20Training/social% 20stories%20WORKSHEET.htm

    And here’s a checklist for social story “quality control”:

    http://www.frsd.k12.nj.us/autistic/Parent%20Training/social_ story_checklist.htm

    NorwayMom39241.3707523148Thanks for all of these, NorwayMom!

    This is a cute way to calm your screaming child that I learned from an OT….

    In a corner of room or closet… pile a bunch of pillows, beanbag chair..ect. and order your child to:

    GO TO THE PILE AND FIND YOUR SMILE

    http://www.setbc.org/pictureset/SearchResult.aspx?id=63ef8fb 3-8e4e-474b-8f8a-379a492216f5

    I’ve visited this website before, but the links didn’t seem to work until today.  I was able to do a search on social stories.  They have 38, and as far as I know they’re all illustrated!  They also have other resources you might want to take a look at.  Anyhow, here’s their current list of social stories:

    http://www.setbc.org/setbc/communication/frame_pictureset.ht ml?refpage=/pictureset/SubCategory.aspx?id=50  – Public and Private Behaviors

    Resource Bundle TitleDate AddedGroup TypeDescriptionAssembly Routine2005.04.05Social StoriesA social story with illustrations laying out th…Car Safety Booklet2006.12.20Social StoriesThis is an instructional social stoy about pede…Christmas Holidays2006.11.28Social StoriesA social story preparing students for the comin…Circle Time (1 Page)2006.03.06Social StoriesA version of Circle Time social story sized f…Circle Time Social Story2005.11.21Social StoriesRevision of story originally created by Lorrain…Clean Staff Room2005.03.14Social StoriesA step by step visual guide to cleaning the sta…Cleaning The Kitchen2005.04.14Social StoriesA social story to assist a student with his/he…Drama Social Story2005.03.14Social StoriesA social story based on drama class created wit…Foods Journal2005.03.14Social StoriesA Boardmaker journal activity with a food theme…Graduation Story2005.03.11Social StoriesThis story can be used to rehearse what will ha…Having Conversations2005.03.08Social StoriesA social story about how to start a conversatio…How To Join In Play2007.01.22Social StoriesThis social story teaches a strategy for joinin…Learning to Use the Bus2005.03.08Social StoriesA social story that prepares students for ridin…Leaving Toys at the Day Program2006.03.07Social StoriesA social story created in Boardmaker which talk…LunchTime at School2005.03.10Social StoriesA lunchtime social story using the Carol Gray f…Making and Giving Cards2005.03.14Social StoriesSocial story on making greeting cards based on …Making Mistakes2005.11.18Social StoriesUse this social story ( 6 pages with large imag…Moving in the Classroom2005.03.09Social StoriesA social story for moving appropriately from on…Music Class Taking Turns2006.03.03Social StoriesReview this social story with students who have…My Book About Boys and Girls2006.12.20Social StoriesSocial story created by Linda Calliou. Do you w…Off to the Mall[Powerpoint]2006.03.03Social StoriesThis powerpoint social story is used to rehears…On The Bus2005.03.09Social StoriesA social story about appropriate behaviour whi…Pain Indicator2005.04.12Social StoriesVisuals to assist students in communicating ab…PE Class2005.03.14Social StoriesA social story written in Writing With Symbols …Personal Space (caya)2006.03.07Social StoriesA social story created in Boardmaker tals about…Potty Story2007.01.08Social StoriesThis is a social story to introduce the potty t…Riverside Transition Book/Quiz2005.03.11Social StoriesAn example of a transition book to the secondar…Sharing Social Story2005.03.09Social StoriesA social story about appropriate ways to share …StoryTime Behaviour2005.03.10Social StoriesA visual script for appropriate behaviour when …Summer Vacation2005.04.14Social StoriesA social story to prepare students for the summ…Summer Vacation Story2005.04.14Social StoriesA social story to prepare students for the summ…Swear Words2006.10.18Social StoriesA social story about using swear words in certa…Swimming Book2005.11.01Social StoriesA social story created in Powerpoint which talk…Walk Calmly in School2006.03.03Social StoriesRules to follow when walking in the school.Walking in the Halls2005.04.14Social StoriesAonther sample of a social story about appropri…Walking in the Hallways2005.04.05Social StoriesA social story about appropriate walking in sch…When others Don’t Want To Play With Me2005.11.17Social StoriesUse this social story ( 8 pages with large ima…Working in the School Store2005.04.14Social Stories

    A social story about working in the school stor…

    NorwayMom39288.196724537

    Here are 3 social stories from a handout written for teacher’s aide training:

    When someone changes their mind

    Sometimes a person says, “ I changed my mind” (descriptive)

    This means they had one idea, but now they have a new idea. (perspective)

    I will try to stay calm when someone changes their mind. (directive)

    I can think of a caterpillar changing into a butterfly (control)

    Lunch room 

    My school has many rooms (descriptive).  One room is called the lunch room (descriptive).  Usually the children eat lunch in the lunch room (descriptive).  The children hear the lunch bell (perspective).  The children know the lunch bell tells them to line up at the door (perspective).  We have a line to be fair to those who have waited there longest (descriptive).  As each person arrives they join the end of the line (directive).  When I arrive I will try to join the end of the line (directive).  The children are hungry.  They want to eat (perspective).  I will try to stand quietly in the lunch line until it is my turn to buy my lunch (directive).  Lunch lines and turtles are both very slow (control).  Sometimes they stop, sometimes they go (control).  My teacher will be pleased that I have waited quietly (control).

    When other children help me.

    Sometimes children help me. They do this to be friendly. Yesterday, I missed three math problems. Amy put her arm around me and said, “ It’s okay, Juanita.” She was trying to help me feel better. On my first day at school, Billy showed me my desk. That was helpful. Children have helped me in other ways. Here is my list:

    …..

    …..

    …..

    I will try to say “thank you” ! When children help me.

    Source:  www.abiq.org/events/2005/04/HandoutsTeacherAidesWorkshop.ppt

    Here’s Flemington-Raritan’s list of social stories:

    Bathroom Story

    Tying Shoes Story

    Basketball Story

    Soccer Story

    Feeding Self Story

    Brushing Teeth Story

    Calendars Story

    Clean Hands Story

    Saying Excuse Me Story

    Recess Story

    When Wind Blows Story

    When Other Children Get Upset Story

    My Teacher Talks to Others Story

    Mainstream Story

    Saying Hi Story

    Getting Dressed Story

    When I Feel Angry Story

    Game caster 

    Who’s the Boss?  

    What Is Lying?  

    The Rule Police  

    Sharing With Mom & Dad  

    Asking Other Kids to Play  

    Kidding Around

    Tone of Voice

    What is a Wake?

    Drawing My Thoughts

    Bus Evacuation Drill 

    Here’s a list of the social stories available at http://www.polyxo.com/socialstories/.  This website is included on my list on page 1 of this topic, but there were too many social stories to list them all there.

    At school:

    Around town:

    Being polite:

    Emotions:

    Figures of speech:

    Hygiene:

    Major events:

    Sports and games:

    Here is a list of social stories on  http://www.child-autism-parent-cafe.com/autism-social-story. html.  The website is listed on page 1 of this topic, but there were too many stories to list them all there:

    Social Story to School and to Home was written for our young loved one with autism to help teach him safety rules and what to expect before, during and after his bus ride to school.

    How To Greet Someone At School is an autism social story written by a family member to help our young loved one learn to respond verbally to greetings with ‘hello’ and ‘good-bye’, as well as how to acknowledge his teachers, therapists and classmates in a non-verbal way.


    I Am Going To Sleep Away Camp is written by a family member for our loved one to help him address some specific concerns and overcome any fear and anxiety he had over going to camp for the very first time.


    A Field Trip To Splash Down is an autism social story written for our young family member to help him learn what to expect during a day camp trip, as well as positive statements on how to behave, and coping strategies to use during the trip.


    Mommy Is Taking A Trip To Massachussetts is written for our loved one with autism prior to leaving to attend the Son-Rise Program. This autism social story explains where and why mother is going away during a school week, how he may be feeling, how to behave, who will take care of him and when she is expected to return home.

    Using Public Restrooms (Photos added) is an autism social story written for an older, verbal child. The goal of this story is for our loved one to overcome any anxiety or fear due to the noise of ceiling and hand-dryer fans, and eventually go inside to use a public restroom whenever necessary.

    Being A Responsible Person is an example for an older, verbal child functioning at a higher cognition level. The goal of the story is to get the student to try to do what she is asked, control her feelings, and ask for help if needed.

    Today I added a lunchtime at school social story sample to my above list.

    http://www.mugsy.org/connor6.htm

    Here’s a video social story on going to the movies:

    http://www.child-behavior-guide.com/social-stories.html

    I searched around but couldn’t find a social story about sleepovers that suited our needs so ended up writing one myself

    Sleepover – Social Story: http://wp.me/pewUa-S1

    Included at the link is also a picture list so my girls could pack their own bags for going away.

    Here are ca. 75 stories — including some social stories — made with Boardmaker.  The example I looked at was about fire drills.

    http://schools.nyc.gov/Offices/District75/Departments/Litera cy/AdaptedBooks/default.htm

     

    Here’s help on planning a social story about starting school.

    http://edu.gov.on.ca/eng/parents/a17.pdf

    This website has simple games that sort of work as social stories.

    – “Eric goes to the airport” focuses on waiting in line.

    – “Ron gets dressed” focuses on dressing for the weather and not wearing yesterday’s dirty clothes.

    – “Rufus goes to school” focuses on change — different vehicles, different people driving him to school, different activities.

    The games are pretty slow-paced, which is perfect for some kids but not for others.

    http://www.whizkidgames.com/

    This website has two new visual stories.

    Naughty boy, showing better alternatives to naughty behaviors is available both as a free download and to play online.

    Naughty boy with electronics shows better alternatives to naughty behavior with computers/electronics and is only available as a free download.

    I haven’t looked at the stories myself, so I can’t say how good they are, but we use the dentist visuals on their website whenever we go to the dentist.

    www.hiyah.net

    These aren’t exactly social stories, but they’re visual tools that can be used for familiarization and conversation, and kids only need to be able to click the spacebar to page through the images themselves.  I’ve used the dentist slideshow many times, and it works great.  Be patient, though, it takes awhile to load.  Sorry the links aren’t clickable, you’ll have to copy and paste

    http://www.hiyah.net/online_holidays.htm – Holidays, including 4th of July and birthdays.

    http://www.hiyah.net/online_going.htm – Going places, including to the dentist, doctor, restaurant, movies, hairdresser, etc.

    More slideshows are added every month or so.  The website also has some educational stuff, but I haven’t looked much at those.

    NorwayMom39955.438912037Bumping this to keep it in the current view.

    I recently bought a book called “Surviving fights with your brothers and sisters“, which is basically a 100 page long illustrated social story.

    The main points in the story can be worthwhile to consider when writing your own personlized story.

    Chapter One is about why kids fight.
    – siblings may be thinking “I wish my parents loved me more than they love the other kids in the family”
    – a sibling may wish he was better and more talented than the other kids in the family.
    – siblings may not be treating each other with respect
    – one sibling may sometimes be treated differently than another by the parents.
    – siblings may be teasing each other
    – siblings may be embarrassed by each other
    – siblings may be abusing each other’s things
    – siblings may be spending too much time together.

    Chapter Two is about what happens when siblings fight
    – hurting each other’s body
    – hurting each other’s feelings
    – hurting each other’s things

    Chapter Three is about how to handle fights
    1)  Think before you fight (basically, why are we fighting, see chapter one, and
    how can we address that).
    2)  Talk about it (ask questions, listen, tell your thoughts and feelings, say you
    don’t want to fight).
    3)  walk or run away (back off)
    4)  go get help (if the sibling comes after you when you back off).

    Here’s a link to the book on Amazon:
    http://www.amazon.com/Surviving-Brothers-Sisters-Childrens-S ibling/dp/B001IVLJM8/ref=sr_1_3?ie=UTF8&qid=1248788798&a mp;sr=8-3

    Today I gathered up social stories related to elopement/wandering/running off.  Here they are:

    http://www.butterflyeffects.com/community/tips_asking-when-i -want-to-go-outside.aspx

    http://www.geocities.com/denisev2/spd_plan.html – running when upset in the classroom

    http://www.child-autism-parent-cafe.com/being-a-responsible- person.html – for older kids “being a responsible person” (ie not running away and leaving the group when you don’t want to do something).

    http://www.linguisystems.com/sample2/6-0295-6.pdf – Simple, illustrated social story written for primary school kids with special needs.  The social story on running off (darting) is the last one in the document.

    Any other social stories I find on elopement will not be added here, but to the elopement resources collection at this link:

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=24582&am p;PN=1&TPN=1

    As far as I know, I’ve only seen the restroom social story from this list before.

    Source:  http://www.ecasd.k12.wi.us/departments/studentservices/speci aleducation/teacher_resources/social_stories/printabletextin book.html

    Social stories written with text plus “writing with symbols 2000”

    Source:  http://www.ecasd.k12.wi.us/departments/studentservices/speci aleducation/teacher_resources/social_stories/printablewws200 0.html

    Text-only social stories from Eau Claire:

    Source:  http://www.ecasd.k12.wi.us/departments/studentservices/speci aleducation/teacher_resources/social_stories/textonlysocials tories.html

    Giant smooch upside the head, NorwayMom!  You’re a genius at these searches and incredibly generous with your gifts.

    Thank you!

    I’ve scanned these excellent lists of social stories, but didn’t see any about keeping one’s clothes on in public.

    When Will Farrell strips down in the movies, its hilarious.  When your kid insists on taking off his shirt and stripping down to his underpants between the school bus and the front porch, then its a problem. He kept on whining to take off his shirt and pants during speech today, and constantly wants to wander around the house and yard in just a pullup or underpants.

    Am going to buy some extra gentle laundry soap and dryer sheets today in case its the soap.

    Any links, y’all?  I can build one from scratch in PowerPoint if needed. Thanks!!!

    Today I gathered up some social stories related to the phone:

    http://www.autismican.com/images/PhoneBK.pdf – EXCELLENT teaching booklet for phone skills, including a social story, project, list of rules, info for teachers/parents.

    http://www.djusd.k12.ca.us/pioneer/lburgos/SocialStories.htm – text-only social story about answering the telephone.

    http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourt h.pdf – illustrated social story about answering the telephone (page 76 in the online document, marked page 184 in the printed document).

    http://books.google.com/books?id=6ysB9NkTSNYC&pg=PR11&am p;am p;am p;am p;dq=%22social+story%22+shampoo&sig=gtt1Eak4AWmXIzFFDnEZ KXSzqE8#PPP1,M1 – google preview of Carol Gray’s book.  A phone answering social story is in chapter 1.

    http://www.butterflyeffects.com/community/tips_social-story- for-saying-excuse-me.aspx – social story for saying excuse me when interrupting someone who’s talking on the phone to somebody else.

    Also, here’s a link to link collection with social articles for teens, various topics:

    http://www.ecasd.k12.wi.us/departments/studentservices/speci aleducation/teacher_resources/social_stories/social_articles _for_teens.doc

    Here are some video social stories.

    http://www.youtube.com/watch?v=zzkTTfZMnnE – staying calm when my schedule changes

    http://www.youtube.com/user/opfsn#p/u/3/67wchz5pfLI – saying goodbye to a friend

    http://www.youtube.com/user/opfsn#p/u/4/OHzPND3biL8 – saying hi to a friend

    I’m not sure if I’ve posted this one before.  It’s about asking questions:

    http://www.fcps.edu/ss/its/howtos/socstor/Asking_questions.p df

    Rules for answering the door.  Look for other videos in this series.
    http://www.youtube.com/watch?v=yvbsyUVCkFc

    Answering the phone.  Search for “Child Manners” for related videos.
    http://www.youtube.com/watch?v=RKiG57_ghwo&feature=relat ed

    JT —

    I’m glad you’ve found these resources helpful.  I’m afraid that I’m really swamped right now (I’m president of our regional autism society, a volunteer position that should actually be somebody’s full-time job).  But I remember we had a discussion about forced gagging a couple years ago, when I was more active on the forum.  Here it is.  If you don’t find anything helpful there, try to send a private message to the people who posted and have direct experience with the problem.

    https://www.autism-pdd.net/forum/forum_posts.asp?TID=33775&am p;PN=0&TPN=1

    I was at a seminar about mental health and autism this past fall, and the main point was not to label people with autism as “difficult” — they are people who are having difficulties, largely because people who work with them aren’t accommodating their needs.

    Your daughter is communicating her difficulties in a rather unconventional way, by gagging herself.  Is the school listening to the communication, and adjusting the demands on her IN ADVANCE so she doesn’t wind up in situations she needs to get out of?  Are they helping her find more acceptable ways of communicating her difficulties?

    My eldest son developed school refusal behavior, and it took awhile for us to discover that it was because of dysgraphia (like dyslexia, but involving writing).  The school was, without realizing it, placing demands on him that were overwhelming.  It took time and help from various professionals, but now he loves school and has no need to escape its demands.  If you’re in the US, you can ask the school for a functional behavior analysis.

    Good luck with everything.

    Christmas social story with PECS- illustrations

    http://www.setbc.org/pictureset/resources/christmas_holidays /christmas_holidays.pdf

    If you have a teen or adult who needs info on mental health challenges and medications, this site has helpful information.  The booklets (powerpoint files) have been tested for use by people with learning disabilities and their caregivers.

    Examples include:

    Challenging behaviors
    Risperidone
    Depression
    etc etc


    http://www.rcpsych.ac.uk/mentalhealthinfo/problems/learningd isabilities.aspx
    Hello- I’m looking for a  social story on keeping eyes to myself.  Having some issues at school with looking up girls’ skirts!I don’t know of a social story on appropriate gaze.  I’d probably try to start with teaching about private parts.  This coloring sheet is helpful and defines private parts as the parts we cover with our bathing suits.  Looking closely at these parts is not allowed, nor is touching them or talking about them (obviously with some exceptions).

    http://www.drpbody.com/images/personalsafety_coloring_page.p df

    Social story:  “I can be a super friend”

    http://www.ccdh.org/vendorimages/ccdh2008/Sample%20Social%20 Story%20-%20I%20Can%20be%20%20a%20Super%20Friend.ppt

    Here is a link to a number of social stories in Word format.  http://www.isea.k12.il.us/social%20story%20templates.htm

    They are updated and added to regularly, topics include:

    It’s Okay to Feel Mad, but Feeling Happy is Better
    When I Want Something
    Taking Turns All the Time
    Walking in Line
    Walking Slowly
    Playground Safety
    It is Important to Finish My Work
    Baby is Coming Home
    My New Brother
    Using My School Voice
    Going Back to School
    Going to a New School (ESY)
    Summer Vacation
    Winter Break
    Riding the Bus
    Going to the Dentist
    Loose Tooth
    When I See Someone I Know
    All About Hugging
    When My Teacher is Somewhere Else
    Getting a Haircut
    Going to the Grocery Store

    Norway Mom…..I have used many of the social stories that you have posted. Thank you so much for providing those to so many in need.

    I’m hoping you can help with the problem I am having. I have a child that makes herself throw up when she is upset, when she wants to get out doing something, or when she wants to go home from school. Do you have any social stories or resources that can help with this?

    Thank you so much for any help you can offer! 

    JT

    Fact sheet about power cards, with a sample about good sportsmanship while playing games.

    http://autismspectrum.illinoisstate.edu/resources/factsheets /powercard.shtml

    Online books with audio about everyday life and going places, for example about washing hands.  Can be used as social stories:

    http://www.mightybookjr.com/Catalog_Special_Ed.php#everyday_ books

    The site also has games and puzzles and story books.  Browse around.

    Carol Gray, the creator of Social Stories, recommends that some Social Stories are written simply to recognize the accomplishments or positive characteristics of a child. Positively Autism provides a sample, focusing on the way the child helpfully opens doors for others.

    http://positively-autism.blogspot.com/2011/10/new-free-downl oad-social-story-praising.html

    I highly recommend subscribing to Positively Autism’s newsletter.  It’s free.

    A fill-in-the-blank social story – great idea!

    http://drzachryspedsottips.blogspot.com/2011/11/interactive- social-story.html

    Social stories about staying in your house/apartment (to keep the child from wandering off).

    http://awaare.org/socialstories.htm

    An animated video about hidden rules against picking your nose.

    http://www.youtube.com/watch?v=W12PxJum50E&feature=feedu

    View Positively Autism’s Social Stories (TM) here: http://www.positivelyautism.com/free/09social.html

    Weekly Reader Books published a series of illustrated books called Ready Set Grow.  I’ve gotten a hold of two of them used, and they’re pretty good for teaching about different life situations.

    I just read “Handling your ups and down” (1979) with my kids.  Their main points can be inspiration for your own social story, if you can’t or don’t want to get a hold of the book,

    They divide feelings into two types:

    1)  feeling up/”comfortable feelings” like love, acceptance, security,pride, confidence and happiness.

    2)  feeling down/”uncomfortable feelings” like anger, guilt, jealousy, grief, loneliness, rejection, humiliation, frustration, anxiety, fear, disappointment and defeat.

    For each of the uncomfortable feelings, they explain the emotion and give an illustrated example,  Then they summarize what you should try not to do (bad strategies), what you should try to do (good strategies), and related feelings that are normal and understandable in that kind of situation.  They also ask questions about when/whether the reader has experienced that emotion and how they handled it.  See example in next post.

    They give four general steps for handling your downs:

    1.  Find out what you are feeling.  Ask yourself, “What emotion am I feeling?”

    2.  Learn what is causing your feeling.  Ask yourself, “Why do I feel the way I do?”

    3.  Decide what you should do.  Ask yourself, “What should I do about the way I feel?”

    4.  Do what you decided to do.

    Here’s the concluding text:

    Comfortable feelings can help you have fun and enjoy life.  Uncomfortable feelings can:

    – make you want to do the things that need to be done,

    – make you want to grow and change for the better, and

    – help you appreciate your comfortable feelings

    It is normal and healthy to feel both comfortable and uncomfortable feelings.  That’s why… every person, no matter who he or she is, has ups and downs.

    Text from “Handling your ups and downs” by Joy Wilt (1979)

    Anger is feeling mad.  Anger is an emotion that makes people feel uncomfortable.  But sometimes… anger makes a person do what needs to be done (illustrated example, a big sister gets mad because someone took her brother’s lollipop, and she asserts herself and takes it back).

    Hurting other people or not taking care of their things is not a good way to handle anger.  (illustrated example of a boy who hits a girl for borrowing his airplane without asking).

    Telling someone that you are angry, explaining why you are angry, and trying to do something about what is making you angry are good things to do when you are mad (“I’m mad at you because you took my airplane without asking me.  I want it back now.”).

    Think:

    Have you ever felt angry?

    List some things that make you angry.

    When as the last time you were angry.

    What did you do?  How did you handle your anger?

    Remember:

    Getting angry is OK.  But when you are angry, try not to hurt other people or mistreat other people’s things.

    It is best if you:

    – tell someone you are angry,

    – explain why you are angry, and

    – try to do something about what is making you angry.

    Also, it is ok to cry, scream, yell, jump up and down, or hit or kick things that cannot be damaged (like pillows, punching bags or beds), as long as you do not bother anyone else while you are doing it.  This might mean that you will need to go outside or into another room and close the door while you are angry.

    NorwayMom40737.5365856482

    “Personal power” illustrated social story.  It basically explains our ability to take action or use willpower in various situations.

    http://www.kidpower.org/store/media/kp-comics-older-sample.p df

    More related visuals here:

    http://www.kidpower.org/pdfs/ps/kidpower-ten-safety-powers.p df

    NorwayMom40744.0655439815

    A social story about climbing at an indoor climbing center.  I used it as a basis for my own social story in Norwegian:

    http://www.aact-climbing.com/pdf/AACT_Climbing_social_story.pdf

  • How To Understand People Who Are Different

    by Brad Rand

    When I learned to do sign language and use the computer in 1992, I was surprised that other people wanted to know how I think. I always wanted to learn how everybody else thinks because there are so many of you and I wanted to make myself like you so I could fit in your world.

    But I learned that people wanted to know about me too, and when they learned how I thought and why I did things, they did things that weren’t as confusing to me and I could understand them better. I learned that I could stay like me and still fit in your world, a little. So I decided it is better to stay like me and fit in a little, than become not like me and fit in a lot.

    So this booklet is about me and other people who are different. But I only know how my mind works and how I think, so maybe some of the other people who are different are a lot different, or maybe some of them are a lot the same, or maybe some of them are a little the same.

    People who are different are never different in the same way. Every one of those people has some gift, like understanding animals or running very fast, or some talent, like drawing or music or math or creating songs or poems or stories, or some skill, like putting puzzles or models together, or something about the way they talk or look or move or understand things that makes them special.

    People who are different may not understand how to talk to other people, or how to act the right way at all the right times, or how to understand feelings, or how to sort out all the sights and sounds and smells in the world, but they are still special because there is just one of them, like there is just one of you.

    So this booklet says some of the things that people like me might do, and why we might do them. And this booklet says what people like you might be able to do back. So mostly this booklet is about me and about you.

    Plus if you see someone who is different with their parents or friends, maybe their parents or friends will be doing things with them that you might not understand. Maybe this booklet will help you understand what they are doing and how it helps the person who is different.

    Some people live in two different worlds. Some people who are different don’t understand how to communicate very well with you and the outside world, which could be called the real world. Some people have a world inside their head too, which is more peaceful and easier to understand than the real world.

    The world inside my head is quiet and peaceful and there are no people inside and nothing hard to figure out. So it is a safe place when the real world gets too confusing.

    So your world might be the one that most people know the best, but their world can mean a lot to them too, when they need it. The world inside my head is not a bad place or a crazy place, it is just a quiet and peaceful place. Maybe it is like a quiet closet you used to sit in when you needed to be by yourself when you were little.

    So if you see someone and he seems to be in his own little world and his parents or friends are letting him do that, they’re not ignoring him. Maybe they’re just letting him be in a world he likes for a short time.

    Some people don’t see or hear the same things you do. One reason the real world can get too confusing is that some people take in information differently than you do. Information means what comes in your senses, like sights, sounds, smells, tastes, and touches. Sometimes their brain is actually built differently or there is a short-circuit in the electrical pathways their brain uses to take in information and process it. So their pathways might not work the same as yours.

    When you look at a wave on the beach, a smooth clear picture of a wave goes into your head. But a person whose brain is different or whose pathways have some bad areas might see a picture of a wave broken up into pieces or different colors or strange shapes. So maybe he isn’t even seeing the same thing you do.

    Because seeing isn’t just with your eyes, it is also how the picture that goes in your eyes gets to your brain. You’re so used to it going to your brain the right way maybe you don’t think it could go the wrong way. But it does for some people who are different.

    Also, when you hear the sound the wave makes, maybe your brain says it isn’t too loud because your brain is comparing it to something really loud, like a firecracker. But a person whose brain is different or whose pathways have some bad areas might not be able to compare the wave to anything else, so it could sound very, very loud to him when it is not compared to anything else.

    Or the person might have a sound pathway that is not built the same as yours, there could be very sensitive nerves along that sound pathway, like an amplifier. So a sound that isn’t so loud to you could boom out very loud to that person who is different.

    Also, the sight and the sound probably go into your head at the same time, evenly, and balanced, they’re both part of that wave on the beach, you do those both automatically. But a person whose brain is different or whose pathways have some bad areas sometimes has trouble balancing information that goes into his head.

    Sometimes only one thing can go in at one time. So the sight could go in first, then fade out because the sound is coming in. When the sight fades only the sound is left, it is the only information the person is getting, which makes it sound louder because it is all he can focus on.

    So you shouldn’t always think a person who is different gets the same balanced information from the world that you do. His eyes and ears can be focused on the same things yours are, but once that information gets onto the pathways to his brain, it can go off in wrong directions or get changed or faded or scrambled or confused. So the information might not get to his brain in the same condition the information arrived at your brain.

    Lots of times I’m surprised by what other people said they saw and heard, because it is not what I saw and heard. So what you see and hear might be the right thing, and the person who is different might be seeing or hearing the wrong thing. Maybe you could remember that he can’t help seeing and hearing the wrong thing, and he doesn’t even know he is seeing or hearing the wrong thing.

    If you were looking right at something and your brain told you it was something scary, you probably wouldn’t believe someone who told you it was something peaceful and not scary at all. You might, but you probably wouldn’t. So it might be helpful to tell the person who is different that what he is looking at is really peaceful and not scary, but if he keeps not believing you, you should not try to force him to believe you. Because it is hard to make someone believe you when he is seeing something completely different than you are.

    Some people don’t process information the same way you do. Once information gets to your brain, your brain does things with it. I learned that when you see things, they usually remind you of other things, this is called association and train of thought.

    You could see a red balloon and it might remind you of a birthday party you had when you were little, or a birthday party you’re planning to go to next week. You might start thinking about birthday parties, then you might start thinking about gifts or eating cake and ice cream.

    But people who are different don’t make associations or train of thought very well. When I see a red balloon, I think, That is a balloon, the red color is hurting my eyes a little. That is all the processing my head does about the balloon, then it stops. So if you started talking to me about birthday parties, I would be surprised. It would take me a little time to find information about birthday parties in my head so I could understand what you’re saying.

    So you might think a person was not smart when really his mind just doesn’t make associations or train of thought like yours does, or makes them a lot more slowly.

    Maybe it would be helpful if you said, That balloon reminds me of a birthday party I had when I was little, I’ll tell you about that party. Then the person might not be so confused why you suddenly started talking about birthday parties.

    Some people don’t focus on the same things you do. At a carnival, you might see balloons, pennants, rides, games, cotton candy trucks, and ticket booths, and your attention might jump from one thing to another, quickly.

    But a person who is different might see the circular shape of the ticket booth window and their attention gets focused on that, then everything else tunes out. I don’t know why my head picks things to focus on, but I know it is usually not the same things other people pick to focus on. My head gets very interested in ticking clocks or little spiders or the reflection of the sun on water.

    So if you see someone who is different looking in a direction, you might see a big car and you might say, Do you like the big car? Because you might see many things but that is the one that stands out to you. But he might be surprised by your question because actually he didn’t see the car because his attention had been caught by the sun reflecting on hubcaps. Because that is what stood out to him.

    Or if you see someone tilting his head like he is listening to something, you might say, Can you hear the band playing? Because you might hear many sounds but that is the one that stands out to you. But he might be surprised by your question because actually he didn’t hear the band because his attention had been caught by the squeak of someone’s shoes. Because that is what stood out to him.

    So you shouldn’t think that what stands out to you stands out to someone who is different.

    Some people don’t know how to pick between all the sights and sounds and smells and tastes and touches. You might not realize how fast the real world moves, people move around quickly and change the expressions on their face quickly and wave their hands around and change their tone of voice and point to things all the time.

    In a schoolroom, it is busy and distracting. The kids talk at the same time and push and yell and make strange faces and throw things. The lights are very bright, and the chalk squeaks on the chalkboard, and the desks creak when you open them, and the mimeograph machine makes the paper smell bad. The teacher waves her hands around and rolls maps up and down on the wall.

    This is all information that needs to be processed. There is so much information that it is hard to know which is the most important. If my attention tries to focus on all of it, my head gets overloaded with sights and sounds and smells and tastes and touches, I can’t process information that fast, it gets backed up.

    So I pick what I think is important, but usually it turns out to be different than what you think is important.

    I think some people who are different don’t really understand what Important means. So maybe it would be helpful if you told them exactly what you were looking at or listening to so they can focus on the same thing you’re focusing on.

    Some people have tunnel vision, so it might be hard to get their attention from one thing to another. Once I have picked something to focus on, everything else fades out. Then people might have to say my name many times before I hear them. What goes through my head is, I’m looking at something and I can see it very clearly, but everything around it is just gray and fuzzy.

    Then I think I hear something and I look around and sometimes I see a person shape or hear a person’s voice, but it is the same way I see a light bulb shining in a lamp or a clock ticking. Because voices and shapes and a ticking clock and light all seem the same in importance.

    So some people might hear your voice, but their head is maybe not processing your words, they might not be seeing you as a real person unless you do something unusual that requires processing.

    Maybe you could make your voice higher or lower, or say something interesting or unexpected, or change your position. Then my head usually tells me to look again, and the gray fuzzy areas separate into clear individual shapes and I might realize that one of those shapes is a real person, and you’re talking to me.

    Some people have trouble processing what they see. Some people who are different don’t understand how something can be different from the way it looks. If their eyes see a hologram coming out of a picture, their head says that their hand can touch it. Then when their hand can’t touch it, their head might have trouble accepting that. When I saw a hologram, I thought the hologram hid whenever I moved my hand toward it, so I kept trying to sneak up on it.

    Magic shows are hard too, how ladies can look like they’re cut in half, or people inside boxes can disappear, or rabbits can appear inside a hat.

    Maybe it would be helpful if you explained to people who are different that their eyes aren’t wrong, that you see exactly what they are seeing.

    In some people, the nerves that go from their eyes to their brain might be very sensitive, so some sights could come along these nerves too strongly.

    Sometimes bright sun or certain colors hurt their eyes, like red or yellow if it is a big bright red or yellow on a lot of space, like on a Volkswagen. They might not like fluorescent lights or flashing lights like strobes. With all these things, they might blink a lot or put their hands over their eyes.

    When a sight pathway is very sensitive, little tiny things can take up big spaces in your head, so someone who is different could look at the same speck of dust for hours. They might like reflections that make lights and colors look interesting or unusual, especially in water.

    They might like wheels and other things that spin around. They might be great at doing puzzles or they might be able to take in so much information so easily through their eyes that they can memorize phone book pages and be great readers.

    When you see someone doing these things, he might have a sensitive light pathway. It might be helpful if you didn’t turn on bright lights or flashing lights, or give him a bunch of bright balloons as a gift. If you were trying to get his attention away from something that was overloading him, maybe you could try to spin a wheel on a toy truck, or a quarter on a table. If he lost his sunglasses, maybe you could let him wear yours.

    Or it could be the opposite, in some people the nerves that go from their eyes to their brain might be too insensitive, so some sights could come along these nerves too weakly. So they have to try very hard to get information from these weak sights. They might even stare at the sun because they don’t think it is too bright, but this is dangerous, of course.

    When a sight pathway is not very sensitive, people and objects might be mostly outlines with fuzzy edges. They might have trouble figuring out where objects actually are, so they might walk around something and run their hand around the edges so they can understand exactly where it is.

    They might pick things up and hold it near their eyes or move it into many positions or tilt their head at it to see if it still looks the same.

    Maybe they can’t figure out heights, so they might be uncertain about walking down stairs or going in tunnels. They might be afraid of fast things because everything gets so blurry. They might be afraid to pour milk into a glass because they can’t see the edges of the glass very well.

    When you see someone doing these things, he might have an insensitive light pathway. It might be helpful if you made the lights brighter for him. But don’t let him stare just at the lights, instead maybe you could show him how to look at the objects that are made brighter by the lights. Maybe you could even let him use a magnifying glass.

    If he doesn’t want to go near something, maybe you could show him how to run his hand around the edges so he could find out more about it.

    Some people have sight pathways that are bad in both those ways, sometimes too sensitive, sometimes too insensitive.

    Some people have trouble processing what they hear. In some people who are different, the nerves that go from their ears to their brain might be very sensitive, so some sounds could come along these nerves too strongly. High sounds like sirens and whistles hurt my ears, and sudden sounds like a car horn, and loud sounds like shouting, and booming sounds like waves on the beach, and roaring sounds like a vacuum cleaner or lawn mower.

    When a sound pathway is very sensitive, crowds and traffic can be scary. It can be hard to sleep because of all the little sounds, like wind blowing outside or crickets chirping. Going to the barbershop is hard because the scissors make loud snips, especially around your ears. People walking on tile floors are loud. Sometimes a dog barking or a cat purring can be too loud. They might put their hands over their ears or keep shaking their head.

    When you see someone doing these things, he might have a sensitive sound pathway. It might be helpful if you didn’t make loud sounds or sudden sounds, and if a loud sound is going to happen, you could warn him that it is going to happen. Maybe you could make a soft sound to replace the loud sound, like letting him listen to a ticking watch.

    Sometimes they can tune out the sounds in their head, but that can make everything else tune out too, like your voice. But sometimes they need to do that if they can’t get away from the loud sounds.

    Or it could be the opposite, in some people the nerves that go from their ears to their brain might be too insensitive, so some sounds could come along these nerves too weakly. So they have to try very hard to get information from these weak sounds.

    They might lean their ear against the refrigerator to hear the motor vibrating. They might stay in bathrooms a lot because all the sounds echo against the tile and sink and tub. They might like sirens and whistles, squeaky toys, jingling bells, rattling garbage trucks, blasting TVs and stereos, roaring snowblowers, and crashing waves on the beach. They might tear paper or slam doors over and over to hear the sound.

    When you see someone doing these things, he might have an insensitive sound pathway. It might be helpful if you keep him busy with lots of sights and sounds so he can’t try to listen to just one sound. Cats who purr can be good. Maybe you could show him where all the different sounds are coming from so he doesn’t just pay attention to the sounds, but to the people and objects that make the sounds.

    Some people might spend too much time listening to their own heartbeat and breathing. They might spin around or hang upside down to make the blood roar in their ears. They might hum a lot too.

    When you see someone doing these things, you might see his parents or friends trying to distract him into doing other things.

    Some people have trouble processing smell or taste. In some people, the nerves that go from their nose and mouth to their brain might be very sensitive, so smells and tastes could come along these nerves too strongly. Chalk hurts my nose, and soap and perfume and aftershave and toothpaste.

    Almost all types of food smell too sharp. And I don’t like the texture of some foods, especially foods that are hard to chew, like steak. I don’t like food that is slimy like shrimp, or the fat part of chicken, or food that wiggles, like jello. I don’t like smooth food with lumps in it, like lumpy mashed potatoes or crunchy peanut butter. All those foods feel bad on my mouth and tongue and teeth.

    So when someone has a sensitive smell or taste pathway, maybe he is not backing away from you because he doesn’t like you. Maybe you have a smell he can’t tolerate, even if you’re very clean. It is not your fault and it is not his fault. It might be helpful if you made a lot of fresh air for him, like bringing him outside or opening doors or windows.

    Or if he doesn’t like some food you cooked for him, it might be very good food, but the smell or taste might not go right in his nose or mouth or along the pathways to his brain. Maybe you could get him some water to drink, and some plain crackers.

    Some people have trouble processing touch. In some people, the nerves that go from their skin to their brain might be very sensitive, so touches could come along these nerves too strongly. Sometimes touching actually hurts their skin.

    I don’t like being touched by people when I wasn’t paying attention to them because all of a sudden these shapes are touching me and sometimes I don’t know what they are for a second until they focus in as people. Also, when people touch me, I focus on the touching and I can’t focus very well on thinking.

    When you see someone doing these things, he might have a sensitive touch pathway. It might be helpful if you don’t touch him at all, or maybe touch him gently. He is probably not backing away from you because he doesn’t like you, instead maybe he is just afraid you’re going to touch him. Maybe you could keep your arms down straight so he knows you’re not going to do that.

    Don’t give him something rough to hold, instead give him something soft and furry. Don’t judge the temperature by what you think it is. If he is shivering, give him another sweater to wear even if you think it is warm. If he takes off most of his clothes, that will look very strange, but maybe he was just too hot or his clothes were too tight or scratchy and they started hurting his skin.

    Or it could be the opposite, in some people the nerves that go from their skin to their brain might be too insensitive, so touches could come along these nerves too weakly. So they have to try very hard to get information from these weak touches. Their parents and friends might hug them a lot and rub their arm and wrestle with them. So if you see someone who is a little rough, maybe he even hits himself on his head or body, maybe he has an insensitive touch pathway.

    Some people wave their hands around or rock back and forth or do other strange things. When people have trouble processing information, which is sights, sounds, smells, tastes, and touches, they might be getting too much information at one time, then their brain and their nervous system can feel so overloaded they could just run and run.

    So instead sometimes they do one simple thing over and over to calm down their nervous system and take control of it. These things might be waving their hands around or rocking back and forth or making strange sounds or hitting their head with their hand.

    If I’m looking at something and listening to something at the same time, too much information might come in my eyes and ears at one time, so I might touch something. That gets information going in a different sense, through my touch, and it lets my eyes and ears have a rest.

    Or if someone has trouble processing information, there might be times when they are not getting enough information. Then their brain can feel empty and stop processing and their nervous system can slow down and they don’t really see anything or hear anything or have any thoughts. They’re just there. Then they might get the information going again in their brain and nervous system by waving their hands around or rocking back and forth or making strange sounds or hitting their head with their hand.

    So if you see someone doing these things, these strange things can calm down their overloaded nervous system or get their empty nervous system going again. So it would be helpful if you didn’t stare or think they were crazy. Because maybe they are just trying to deal with a nervous system that is different than yours.

    Some people who are different are not as smart as you are, some are just as smart, and some are smarter. Some people have minds that learn much slower than you do. No matter how much you want them to learn faster, they can’t, so getting mad at them or getting frustrated at them won’t help. They can’t help the way their mind is made. People learn by information going through the pathways in their brain, and if those pathways aren’t working right in some places, the information won’t go fast. Even a Porsche can’t go fast on a blocked road.

    Other people who are different might not do well on IQ tests, but maybe they just don’t understand the real world well enough, or communicate well enough, or they have a different way of thinking that those tests can’t recognize.

    So some tests can tell you how well a person can communicate his smartness, but not how smart a person really is inside, or how smart he could be if he could experience the world the same smooth clear way you do. How much you like a person shouldn’t depend on how smart he is or how well he does on tests.

    Some people who are different don’t interact with other people in the right ways. Some people don’t understand when it is the right time and place to talk to other people. They might seem too friendly, they might shake your hand and hug you even at times that aren’t really right. Or they might tell you stories and jokes at times that aren’t really right.

    Figuring out right times and wrong times, and right places and wrong places, can be hard because there are not always clear rules. There are many things to look at, like whether it is night or day, indoors or outdoors, whether there are a lot of other people around and who those people are, whether their expressions and their voices are happy or sad or friendly or angry, whether it is a familiar place or a not familiar place, or whether there is something else going on, like a carnival or movie.

    If a person who is different is paying close attention and focusing on all the right things, he can put those things on a balance in his head until the answer comes down to You Can Shake This Person’s Hand And Be Friendly, or You Should Not Shake This Person’s Hand And Be Friendly Now.

    But some people who are different don’t focus on the same things you do. At a movie theater, they might see something shining on a person’s shirt, like a bright button, and that information might go in their eyes so strongly they don’t hear the movie coming in their ears any more, even though the movie seems a lot more important to you than a bright button. Then they might talk about that bright button, loudly, because they’re forgetting about the movie.

    You might be able to process the movie and the button at the same time and quickly decide that the movie is a lot more important. But some people can’t do that very well. So if someone at a movie is talking loudly about something that seems strange to you, he might be a person who processes things differently than you do. He might not hear the movie or see the people all around him, because something else is going into his head.

    So it might be helpful if you told the person the most important thing to focus on, kindly. You could say, You’re right about the button, but this is a movie, so you have to watch the pictures on the screen and listen to the voices from the speakers.

    Or if he tries to hug strangers in a bad neighborhood, you could say, You’re right to like people, but this is a bad neighborhood, see the writing all over the buildings and litter all over the ground and wrecked cars? So you shouldn’t talk to strangers here.

    Or the person might not do wrong things at the wrong times or wrong places, but he might not do right things at the right times or places either. Maybe he just stands there. This could be because he learned some things to do at certain times and places, but he doesn’t really understand why he is doing them. So if anything changes from the situation he learned, he doesn’t know what to do, because he didn’t learn this new change. So he just stands there, because he is confused or uncertain.

    Almost everything I do is because I learned it. I don’t really understand why people do things, why they laugh or get mad or wave their hands around or change their tone of voice, or how they know when to do those things, or what I should do back, unless I learned that exact situation.

    So it might be helpful if you tell people who are different what they should do, if they’re just standing there doing nothing, especially if there is a new thing in this situation. You could also tell them how you knew what to do in this new situation, what new signs you saw or heard that told you what to do. Then maybe next time he could watch for those things, at least in that exact same situation. If one little thing changes, he might get stuck again.

    Maybe you learned what to do in different situations because you always watched people, especially other kids, when you were little. You watched them so much that you could tell from their expressions and body language if you were doing the right things or the wrong things. Maybe you paid attention to people because your head told you that people are important, that they’re very different from furniture or trees.

    But many times I don’t even notice that other people are around, because most of the things I see and hear seem the same in importance. When I’m not concentrating on people, they just look like shapes, like furniture and trees are shapes. So it is hard to copy people or tell from their reactions whether I’m doing right things or wrong things when my head doesn’t see them or hear them any differently than any other sight or sound.

    If a person is having trouble focusing on people, it might be helpful if you were a friendly person who talked and laughed and pointed at things. You might think doing all those things would be confusing and put too much information in his head at one time and maybe overload his head. You would be right, that might happen.

    But if you’re a quiet person who doesn’t say many things or doesn’t show many feelings or many expressions or tones of voice, you wouldn’t be confusing, but you also wouldn’t be interesting. Interesting means someone or something that needs to be paid attention to and processed.

    If you’re too quiet, you might not give enough information to a person who is different and you could fade out to him. So it might be helpful if you could be interesting first, to get his attention, then when he is paying attention to you, you could quiet down and become easier to understand while you’re explaining something to him or listening to him.

    Some people don’t understand feelings very well. Sometimes people who are different don’t seem to care about the feelings of other people, they might say things or do things that seem not polite. One reason might be because the person doesn’t see you as a separate person, his head is concentrating on something else, like a toy he wants, and the only information going into his head is about the toy, not about you at all. He isn’t ignoring you on purpose, his head just isn’t processing you. Some people who are different will push right by people like they’re moving a bush out of the way. Just because you’re a person and are really there, doesn’t mean a person with processing problems knows you’re a person and are really there.

    But if he does know you’re there, he might still seem not polite sometimes, because he might not understand your feelings or his own feelings. People who are different do have feelings. Just like you, something can happen in their head and body when they’re happy, sad, angry, scared, or excited, but they might not be able to connect what is happening in their head or body to the right feeling word.

    If you’re a mother or a father and you have a little child, maybe he learned things by watching you and other kids, and copying you and those other kids. So when he does something or expresses something, you recognize it because you were a little child too, a long time ago, and you know what the right feeling word is for what he is expressing or for the behavior he is doing.

    But some kids don’t notice other people or pay much attention to them, so they might not copy people very well, any more than they copy furniture or trees. So they might not express things in ways their parents can recognize.

    So when a little child who is different throws a new toy down hard, his parents might say, Why are you feeling angry? But actually the little child had been happy and excited about the toy, but he didn’t express it in the right way. But now he might think his happy and excited feeling is called Angry, and he might think that when people throw things, they’re having the same good feelings he had about the new toy. That would not be right.

    Or sometimes their body doesn’t react much to their thoughts and feelings, maybe the areas in their brain that make their body react to thoughts and feelings don’t work as well as those areas do in your brain. Or maybe the reactions fade out while they’re going along the pathways from their brain to their body.

    So they might not express much with their body, so their parents might never think they’re feeling anything, so they might never learn any feeling words at all. But just because a thought or feeling doesn’t come out the right way or can’t come out at all doesn’t mean it is not there.

    Some people also might not recognize your behaviors as being connected to feelings. If you put a certain look on your face and hold your body a certain way, you might expect everyone to recognize that you’re angry or happy or sad, but some people who are different might not recognize that. I learned that certain expressions and body language match up with certain feelings, but it is still hard for me to recognize them.

    It is easier with animals, their expressions and body language are simpler and more the same. Once I learn the expressions and body language of cats, most cats seem consistent in using those same ones to mean about the same things.

    But the expressions and body language of people look different from person to person, and you make more complicated combinations with them, and you connect them to other things called moods. I can’t seem to put together what I see on all the parts of your face and body very well. And if you’re in something called a mood, those expressions and body language can mean something completely different than when you’re not in a mood.

    You seem to recognize those combinations and moods of other people so quickly and easily that maybe it is something built into your brain that is not built into the brain of some people who are different.

    So it might be helpful if you didn’t expect people to automatically know what you’re feeling from your expression or body language. Instead you could explain what you’re feeling, how your body feels when you have that feeling, how other people can tell you’re feeling that way, like what signs and clues they see on your face and body, and what happened to make you feel that way.

    Because one time, tears in your eyes might mean you’re sad, but other times, it might mean you’re relieved or happy, like in a movie where a nice pet gets home safely to his owner. Or it might mean you’re missing good times you had a long time ago, or you’re angry or embarrassed because someone yelled at you, or you’re frustrated because you can’t do something.

    Do you see how many things tears could mean? This is not easy to learn or remember.

    So if someone is having trouble understanding feelings, maybe you could tell him, The word feelings is used in many different ways. Sometimes it means physical reactions, like something sharp poking you, or hot water burning your hand, or feeling sick in your stomach from eating too many cookies.

    Sometimes it means emotions, which happen when something you see or hear or think about becomes important to you, instead of just being something you see or hear or think about. When you have an opinion that something you see or hear or think about is good or bad, and you want to do something about it, like stop it or keep it going, that is an emotion, not just a thought. Maybe that would be a good way to explain feelings to someone who is different.

    When you’re trying to explain feelings, maybe you could try not to use other Feeling words. On Star Trek The Next Generation, Geordi was trying to explain about being angry to Data, who doesn’t understand feelings, too. But Geordi kept using other feeling words to explain what being angry was like. This might not be very helpful.

    Instead, you could tell them that when something happens that you didn’t expect to happen, that is called Surprised. You can like the surprise, like a birthday gift, or not like the surprise, like when someone cooks chicken when you wanted spaghetti.

    When your mind has many thoughts all jumbled together, especially about something new and interesting, and you want to express those thoughts, that is Excited.

    When you like what you’re doing and you want to keep doing it, that could be Happy.

    When you don’t like something and your heart is beating fast and you want to get away and your stomach is spinning around, that could be Scared. Unless you ate too many cookies, then it might just be sick.

    Some people can’t put themselves in your place. Sometimes you can guess what someone else will say or do by playing a movie in your head. You can actually make a moving picture in your head that puts yourself in the other person’s position, then you guess what you would say or do in that situation. That is really interesting that you can do that, it must be very helpful, but some people who are different can’t do that at all.

    If a man is waiting at a ticket booth and the ticket booth runs out of the tickets just before they get to that man, and he gets mad, you’re probably not surprised. You know what you would feel like if that were you, so you have some idea what he feels like. But I would be surprised, because I can’t imagine myself in his position.

    Even if that had happened to me one time, I never think that is the same as it happening to someone else. My head just doesn’t make that connection at the time.

    One way I learned you teach little children to be nice to other children is to say, How would you like it if he did that to you? Then the little child thinks, I wouldn’t like it, so I shouldn’t do it to him. But some people can’t put themselves in anyone else’s position, they just don’t have any way to do that in their head, or maybe that area of their head is very weak.

    That is why a person who is different might do things that seem not polite to you. Maybe you could remember that he doesn’t mean to be not polite. If he does something wrong, like cutting in line, maybe you could tell him that what he did is not allowed, it is against the rules. Because if you tell him that cutting in line makes everyone else feel sad or mad, and how would he like it if people cut in front of him, he might not understand what you mean. He might agree with you that he wouldn’t like it if someone did that to him, but he might never understand that other people feel the same way as he would.

    That happens to me all the time and I still haven’t figured it out. Just because my head knows how something feels to me, or what I would do in a situation, doesn’t mean my head knows how it feels to someone else, or what they would do.

    That connection never happens in my head automatically, someone else always has to tell me. I don’t do it on purpose, my head just doesn’t jump from what I am doing to what someone else would do, or from what someone else is doing to what I would do.

    In fact I learned that many times a situation feels very different to someone else than it does to me, and that someone else would do something completely different than what I would do in that situation.

    I would return money if I found it on the ground, but I learned many people would not. So I’ve never figured out how people can put themselves in someone else’s place if there are some situations where people would all do such different things. I would not know when it is a time for doing what other people would do, and when it is a time where everyone would have a different reaction.

    So mostly I just try to let each person be himself, and I treat each person as very different from any other person, I try to watch carefully what each person does and what he says and how he feels about things, and I try to understand that one person. It is easier than trying to learn about people in groups, because I learned each one is so different.

    So it might be helpful if you didn’t expect someone who was different to know what you are interested in, or what you’re feeling, or what you want to do. Because he probably can’t understand you based on his understanding of himself, or his understanding of anyone else. He needs to learn all about you first, before he can understand you.

    Instead you should just tell him what you are interested in, what you’re feeling, and what you want to do. Maybe you could also tell him what your expressions and tones of voice mean and what he should do when he sees those expressions and hears those tones of voice from you.

    That is another reason why people who are different seem to do best with people who are very friendly and talk a lot. Because those people explain and express everything they think and feel, which is helpful to people who are different.

    It might be a mistake if you try to figure out someone who is different, based on your understanding of yourself or other people who are not different. Because he might not see or hear or think or process information the same way you do. So you shouldn’t think you know what someone who is different is seeing, hearing, thinking, or feeling, if you’re basing your guesses on what You would be seeing, hearing, thinking, or feeling.

    You shouldn’t even compare one person who is different to another person who is different. Instead you have to learn about that one person. Maybe you could ask him what he is interested in or what he wants to do, instead of assuming that you know. If he doesn’t know or can’t say, then you could guess, but it should be based on what he has been interested in or wanted to do before, not in what you would be interested in or would want to do if you were in his place. Because remember, you can’t really be in his place.

    Some people might get confused when things change or when things go wrong. Some people who are different like routines. They like to know what is going to happen next, and they like it to be the same thing that happened last time. When information, which is sights, sounds, tastes, smells, and touches, goes into their head, if it is information they’re used to because they’ve had this information before, it can go into their head on the same pathways to the same places and get processed the same way as before.

    So if someone learns that a picture hanging on a wall usually hangs straight, if they see a picture hanging straight, that information is easy to process because it is the same as before. It goes along the same pathways to the same places, maybe those places are checkpoints that decide what the information means. Like it is flat, it is colorful, it is scenery, it is hanging straight on the wall. So it gets to the same result. It is a picture.

    But if a picture is hanging crookedly, it might start being processed along the same pathways to the same checkpoints, but then it might suddenly stop at some checkpoint because something is not the same as before so some checkpoint made a different decision about the information.

    Then the information might go off that pathway along different pathways, and whenever different pathways have to be used they could turn out to be bad ones, which means the information could just stop completely or get backed up or go off on wrong pathways. So it might never get to the same result, that it is a picture, or it might finally get there, except that it took longer and was a lot more work.

    You seem to learn general things, like shirts hang in a closet, then you can process little changes about those things easily and quickly, like the shirts are still shirts hanging in a closet no matter what order they’re in, or if one has fallen off its hanger a little, or if pants have accidentally got mixed into the shirts.

    But some people who are different learn specific things, like when they learn about shirts hanging in a closet, they learn those exact shirts in that exact order. Anything different that they see next time is not what they learned.

    Maybe it is like kids who learn to read by memorizing the shapes of letters, instead of by phonics. They can read Sat because they learned s and a and t equal Sat. But they can’t read Cat, because the c changes everything.

    So if you see a person at an amusement park, like Disneyland, and he is doing something that looks strange to you, like rocking back and forth or hitting his head with his hand, maybe a ride was closed when he didn’t expect it to be. Some persons who are not different get mad when that happens, this is called a tantrum.

    But some people who are different might not be mad, maybe they’re just having a hard time processing the new information that the ride is closed. Maybe the new information isn’t going in the right pathway or maybe the pathway isn’t working right so the information isn’t going in at all, it is getting backed up and overloading the person’s head. Then doing one simple thing over and over, like rocking, can calm down an overloaded head and get the information processing more smoothly again.

    If something goes wrong, or something is different from what they expected, some people can’t do something new until the wrong thing is cleared up. If you could fix the wrong thing, that would be the best, like if the ride at Disneyland could open again.

    But if you can’t fix the wrong thing, maybe you could explain why it needs to stay wrong or why it is actually better that it is wrong. You could tell them the ride needs to be closed for repairs, because if it didn’t work well, it would be a dangerous ride, and that would not be good for little children, so sometimes they need to close it for repairs. Or you could tell them that it is actually good the ride is closed because now you have extra time to go on another ride twice.

    Some people talk in unusual ways. Some people who are different talk a lot, they say funny things or sometimes strange things, at the wrong times or the wrong places. This is because they don’t know which things you think are right to say and which things you think are wrong. They don’t know which times you think are the right times to say things, and which times you think are the wrong times. They don’t know which places you think are the right places to say them in, and which places are the wrong places.

    Those kinds of Right and Wrong depend on many things that might be easy for you to put together and remember, but that are hard for some people who are different. Their ideas of what are the right things, the right times, and the right places might not be the same as yours. So they’re not trying to be rude or strange, they’re just doing the best they can to pick the things they think are right and say them at the times and places they think are right.

    So it might be helpful if you could smile and say something kind, maybe you could say, Yes, that is a funny story, and you told it very well, did you know that funny stories usually aren’t told in church, because this is a time and place to be more quiet, but I would like to hear another funny story right after church in the lobby, which would be the best time and place.

    Some people might not say their own words, instead they might repeat what you say. If you say, How are you? they might say, How are you? If you meet someone who does this, maybe you could answer your own question with a cheerful voice and say, I’m fine, this is a beautiful day. Because keeping someone’s attention is a good start.

    Some people might say, “I’m fine” when you ask them what their name is. Or if you ask them, What TV shows do you like? they might say, Birds like to fly. That might sound strange, but it is an interesting thought in their head so maybe you could talk about that thought. You could say, They do like to fly, eagles and hummingbirds are some types of birds who like to fly.

    Because keeping their attention on interesting thoughts is more important than making them answer a question that isn’t processing in their head. Maybe you could find a bird show on TV, then ask them what other TV shows they like. That might connect birds with TV in their head, which is the question you wanted them to answer.

    Some people have flat voices, their voice might not go up or down very well. Or they might not talk at all or they might use sign language. Talking isn’t the most important thing, communicating is more important. I don’t say many words because they get all jumbled up and stuck between the thinking part of my head and the speaking part of my head. Maybe that pathway is bad. But the pathway is okay between my thinking area and my hands, so I can do sign language and type on the computer.

    Also when I’m trying to find the right words to say, many people are already talking about other things. I have a lot of information in my head but it is all organized in places and I have to find it before I can say things or answer questions. Most people talk too fast and jump around subjects too fast to keep up.

    Also I get distracted because most people don’t stand quietly, they move around and wave their hands and change their expressions a lot. That is interesting and it makes my head pay attention to you, which is good, but sometimes it makes my head stop trying to think of words.

    So it might be helpful if you didn’t do too many distracting things when someone who is different is talking to you, or when you’re talking to them. It is good to be an interesting person in between those times, that might keep their attention, but during the talking times, it might be distracting. Maybe you could just stand quietly when you talk and listen, then you could become interesting again so they’ll keep paying attention to you.

    Some people don’t use their eyes the same way you do. Some people who are different might stare at you, and others might not look at your face at all. But just because they’re not looking at your face doesn’t mean they’re not listening to you. Sometimes they’re concentrating so hard on what you’re saying, they don’t want any information coming in their eyes to distract them. So they might look at the floor or off to the side. If they make some reaction to what you’re saying, even just a little reaction, probably they are paying attention. If you’re not sure, you could just say their name or you could ask, Can you hear me okay?

    Some people tilt their head to the side when they look at things. Sometimes the information they’re learning from the front is getting to be too much or too strong. If they turn their head to the side, the information becomes different, because now they’re looking at it from a different direction. So the information coming in from the front stops, which could give their head a chance to catch up.

    Or it might be the opposite, the information is not strong enough from the front, maybe because it is coming along a pathway that is not working very well. If they turn their head to the side, the information becomes different and maybe goes in on a different pathway that is working.

    Also they might want to see what something looks like from different directions, if it stays the same object when they turn their head sideways. You might know that it does, but the person who is different might not know that. So he has to learn it by himself.

    Some people are awkward when they walk or run or jump or play games. Some people who are different can do these things very well, but others might do them stiffly. But that doesn’t mean you shouldn’t ask them to try activities like sports, because usually they don’t even know they’re awkward because they don’t compare themselves to other people anyway. Sometimes it is people who are Not different who do more comparing.

    You might be surprised that many people who are different will not try to beat you at games. Instead they might just do the game because they like the thoughts that game puts in their head, or how that game makes their body feel. Or they might be trying to accomplish the goal of that game, which might be winning. But trying to accomplish the goal of winning is not the same as trying to beat you.

    Some people who are different don’t understand winning and losing, they might be surprised when you get excited about winning or losing. They just play one game, then they move on to another game. All I think is that I either do the goal or not, it is just a fact whichever way it turns out, like sometimes it is sunny and sometimes it is cloudy.

    So if you play games with someone who is different, you don’t have to let them win just because you think they’ll like that. Maybe you could ask them what they’re trying to do in this game, then maybe you could help them accomplish that goal instead of thinking they must want to beat you. Because beating you might not be in their mind at all, so it might be good if you didn’t put that in their mind, because sometimes people who are not different seem to pay too much attention to beating other people.

    Some people have different imaginations than you do. Some people who are different have very good imaginations, they make up stories and jokes, and they like to play Pretend and Wish games. Other people don’t do this at all, they don’t understand things that are not real, like trolls or talking rabbits on Bug Bunny, or how a toy horse could pretend to do real horse things.

    When I put my hand on a toy horse, my hand doesn’t do anything, I think because my head doesn’t know what to make the toy horse do, like if it should move fast or slow or in which direction or how far. But mostly my head doesn’t know why I would want to do this with a toy horse.

    Maybe you could notice if someone is understanding you when you talk about make-believe things. If they’re not, it might be helpful if you explained to the person who is different that they’re just make-believe.

    Some people will take everything you say just the way it sounds. This is called literal thinking, which means they believe the exact words you say. They might have a hard time understanding things like What If, or expressions like, It is raining cats and dogs. It might be helpful if you picked clear words that mean exactly what they say, direct words, instead of phrases that just suggest something.

    Of course if the person understands those phrases and likes learning about them, you should use them, and teach him more about them. Maybe he thinks they’re funny.

    Some people have a different sense of humor than you do. Some people who are different will laugh at things you don’t think are funny, but they won’t laugh at things you do think are funny. If everyone else laughs, they might laugh too, but they might not really know why they’re laughing.

    Maybe humor is so hard to understand because humor is usually when something doesn’t fit, when you expect something to mean one thing when it is actually being used to mean something else in a way that surprises you. The problem is, some people don’t even understand how things fit in the normal way, so they can’t recognize when it is not fitting that way.

    They might recognize when something doesn’t fit in a big, clear way, like putting a beard on a lady. Some people who are different can recognize that and would think it is very funny. But other people might just think that is wrong, they might even think their eyes are giving them wrong information, because beards and ladies should not go together, from what they learned.

    But the interesting thing is, most people who are different like humor a lot, maybe because it makes other people laugh, which is a friendly sound. When people are laughing, there are good thoughts all around them and all around the room they’re in. When people are laughing, they usually like other people at that time.

    So you should do humor with everyone, but if some people who are different don’t understand complicated jokes, you should pick jokes that are more clear and you should laugh so the person knows it is a joke, and not something serious that he should be trying to add to his head about the world.

    Some people know they’re different, and some don’t. Should you ask someone who is different what condition he has? And if you don’t really understand that condition, should you ask him to explain it to you?

    I like people to know how I’m different so they’ll know why I act in the ways I do, and so they might not act in ways I won’t understand. And I would like them to learn about all kinds of conditions, because how will they know about that person’s world if no one tells them? Just like people who are different can’t learn about your world if you don’t tell them about it. When no one knows anything about the other person’s world, everyone just stands there and doesn’t know what to do because they’re afraid to do something wrong.

    So I think you should ask the person or his parents or friends, politely. If they don’t want to tell you, at least you tried and you should know that you did the right thing.

    Some people don’t mind being different. There are many good things about being different. I noticed that when you don’t understand other people who are different from you, many times you’re afraid of those people. But I noticed that the people who are different seem much more open about accepting you.

    People who are different don’t seem to be very prejudiced against people who are different colors or different backgrounds or who have handicaps like no legs. Not being prejudiced is a good thing.

    Even though people who are different sometimes get upset about things that seem like nothing to you, they are sometimes much calmer than you are in real emergencies. Maybe they don’t think quickly enough to understand that this is an emergency, or maybe they don’t get as involved as you do with your feelings. They use their thoughts more instead of their feelings and they do everything at their own set speed, no matter what the environment or situation. This can be very helpful when everyone else is rushed and panicky.

    People who are different sometimes understand animals very well. Animals don’t talk, which makes it harder for most people to understand them because you depend so much on talking. But not talking actually makes it easier for some people to understand animals better.

    People’s talking can be hard to figure out because you use many similar words to mean the same thing, like great and wonderful and excellent and terrific. You use opposite expressions like Oh Joy, when you really mean something is not very good, like you have to clean the garage. You tell people you like their new shoes when you really don’t. You say sharp things, then you say you didn’t really mean them. You use strange expressions like Two peas in a pod, when you just mean something is like something else. This is all very complicated to figure out.

    But animals make very clear and simple sounds, they usually say what they mean, and they usually mean what they say. They show very clear and simple body signals, which is not like people, who have lots of complicated body signals that change very fast.

    And I think animals do some telepathy, I think their minds send out signals which are very quiet, but most people have such a busy mind, so many thoughts jumping around in your mind, you can’t hear the signals or you have no room for them.

    But some people who are different have minds which are much quieter and not as busy, and sensitive nerves, so they can hear these signals and they have room to let these signals in, and these signals are interesting enough to catch their attention, and simple enough to process.

    People who are different can sometimes see things more clearly than you can, because they see things more simply. Sometimes things are complicated and you do those complicated things better than people who are different. But sometimes you worry too much about little things that are probably not going to happen, or you worry about someone being mad at you or looking dumb, so you make simple things more complicated than they have to be, and you don’t do things you could have done if you didn’t worry so much about what other people thought.

    People who are different sometimes have simple words and simple thoughts and simple ideas, but sometimes those are the best ideas. Maybe you could try them sometimes, maybe you would be more relaxed. Then maybe you would be able to hear the animals.

    So I think it is okay to be different.

    On Star Trek The Next Generation there was an episode called Tapestry. Captain Picard went back in time and changed some things he didn’t like about his past, some of the things he had done in his past. But when he came back to the present, everything had changed. Because of the changes he had made in his past, he was a changed person in the present. He found out he didn’t like this new person, so he went back to the past again and changed it all back.

    That episode was called Tapestry because a tapestry is a heavy cloth with a complicated design woven into one solid piece. Every little thing about you and every little thing you do adds together to form the tapestry of your life. If you go back and pull out part of the design, it changes the design.

    So even if I could change my being different, I don’t think I would want to. I wouldn’t want to make me a changed person from who I already am. Because I think I’m a good person and I like myself.

  • blog

More posts