Empowering Kids with Autism: The Power of Social Skills Stories

Hey there, Parents, Teachers, and Caregivers!

Are you stuck trying to explain social situations to a child with autism, you’re definitely not alone. That’s where social skills stories come in—and they can be total game-changers!

A social skills story is a simple, short story that helps kids understand everyday situations, new experiences, or tough emotions. They’re usually written with pictures and clear, calm language—perfect for helping children know what to expect and how to respond.

Think of it like giving your child a friendly “heads-up” before something happens.

Kids with autism often like routines and predictability. Social skills stories give them a little “preview” of what’s coming. That makes things feel less scary and more manageable. Whether it’s going to the dentist, starting a new class, or learning how to ask for help, social stories can make things a whole lot smooth.

Here’s a super simple example:

Going to the Doctor

Sometimes, I go to the doctor.
The doctor helps me stay healthy.
The doctor might look in my ears or check my heart.
It’s okay to feel nervous.
I can take deep breaths.
After the visit, I can go home and play!

You can include pictures of the child, the place, or the activity to make it feel more personal.

  • Before new experiences (like the first day of school)
  • To teach social skills (like saying “hello”)
  • To help with changes in routine (like a substitute teacher)
  • To support emotional regulation (like what to do when feeling upset)
  • Use clear, positive language
  • Keep it short and to the point
  • Include pictures if you can
  • Read it together a few times before the event
  • Involve your child in making it, if they enjoy that!

Social Skills Stories are a gentle, helpful way to support kids with autism in navigating the world. They build confidence, reduce anxiety, and encourage independence—and that’s something every child deserves.

Find Social Skills Stories Resources on My TPT Store

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Tips for setting up Visual Schedules in Special ED

Having a selection of Communication Strategies ready to use is always a good idea in Special Ed! Having a visual schedule is one strategy I find very effective in class. Below I’ve listed my schedule tips and other strategies that have really helped my young leaners settle into a structured learning environment.

Visual Schedules – Set out visuals to reflect the order of the class day. They should be designed to support your student through a smooth transition eg. from activity to activity, room to room or within tasks.  

Here are some quick tips for setting up and getting started!

1. START SIMPLE – Make visuals for just meaningful times of the day eg, morning work, break, lunch etc,  this will help your young students learn to recognise and correspond each picture with each of the activities.

2. BUY A LAMINATOR – Your laminator will become important! If you want all your hard work to last, laminate all mounts and visuals because they are going to go through a tough time!

3. WALL MOUNT  – Mount on a wall, the schedule must be low enough for your student to access and take away finished symbols in the daily routine. 

4. USE A FINISHED BOX – Attach a finished box at the end or side of the schedule to drop the finished visuals in before starting a new activity. 

5. TRY A FILE FOLDER – A portable schedule can be used in a file folder in the same way as a wall mounted one. I find these easier with older children to check into the activities and more efficient in busy classrooms. Pop their name on it and keep all their individual support visuals in one place. 

6. MODLE AND PRACTICE – Always model, practice and remind your busy student at the beginning of each activity to, “check in”.  Make a plan to pull back on all prompting until they begin to use this system independently!

Timers – For giving a break and reminding students how long they need to work and how long left on free time!

Routines – Keep Break, Lunch and free choice the same time each day!

Consistency – All staff should use the same strategies and follow this classroom management structure!

Positive Reinforcers – Use token reward boards, First and Then, Behavior regulation tools and Reward systems tailored to individual interests and likes!

Communication – Critical skills for Functional Communication, a means in which your non verbal student is able to request a “break” “help”  or asked to “wait”

Colour Coordinate – For some of my young learners I’ve introduced portable schedules, that I’ve colour coordinated! 
I’m pleased it offers all the strategies I wanted to incorporated throughout the day.
I keep them in a handy place for my students to access first thing in the morning and follow the schedule by checking into the work areas they need to complete.
There’s a set place in the booklet for the schedule symbols, a token reward system, plus a place for reinforcer visuals and Critical Communication cards so students can ask for a Break or Help, all while reminding and keeping a consistent approach that staff can help students to follow!

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