Stories as Social Narratives for Students Identified with Autism Spectrum Disorder

  • Christan Grygas CoogleEmail author
  • Jennifer R. Ottley
  • Sloan Storie
  • Anne L. Larson
Part of the Educating the Young Child book series (EDYC, volume 16)


The purpose of this chapter is to identify how stories can be used as a strategy to support students in attaining skills. More specifically, we focus on social stories or brief scenarios that are intentionally developed to address specific skills as a means to facilitate skill development. Social stories are particularly beneficial for visual learners, and thus, are an effective means to support students identified with autism spectrum disorder in developing a variety of skills. Educators can present social stories in a variety of formats such as narratives, comics, power cards, and technology-enhanced methods. In this chapter we present vignettes, highlight various social story formats, identify how to create and effectively implement social stories, and present a variety of print- and web-based resources. All educators can benefit from reading this chapter, and particularly educators who instruct students identified with autism spectrum disorder or other developmental disabilities.


Social stories Autism spectrum disorder Visual learning 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Christan Grygas Coogle
    • 1
    Email author
  • Jennifer R. Ottley
    • 2
  • Sloan Storie
    • 3
  • Anne L. Larson
    • 4
  1. 1.George Mason UniversityFairfaxUSA
  2. 2.Ohio UniversityAthensUSA
  3. 3.University of North Carolina CharlotteCharlotteUSA
  4. 4.Utah State UniversityLoganUSA

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