My Words Social Story The Power of
My Words
A Story About Sharing My Thoughts and Staying Safe
Author: ___________________________
Date: _____________________________
The World is Full of Changes
I have a very powerful brain. It likes to know what is happening next and it loves to do things that I enjoy. Sometimes, my brain is busy working on a project or playing with something I really like.
"When it is time to stop doing something I love, or start something I don't like, my brain can feel a big surge of energy. This is called a transition."
Sometimes, these transitions feel like a storm in my chest. I might feel frustrated, annoyed, or even a little bit angry. These are "Big Feelings," and everyone has them!
Frustrated
When things don't go the way I expected.
Overwhelmed
When there is too much happening at once.
The Problem with Screaming
When I feel that big storm inside, I might want to scream or run away (elope). Screaming is very loud, and eloping can be dangerous because I might not be in a safe place.
Did you know?
When I scream, people only hear the noise. They don't know why I am upset. They can't help me solve the problem because they don't understand what I need.
I have a more effective tool: My Words.
Using my words is like using a key to unlock a door. It helps people understand my brain, and it helps me stay safe and calm. When I use my words, my teachers and parents can listen and help me find a solution.
Words = Solutions
My Communication Toolbox
When I feel a "Big Feeling" coming, I can stop and choose a script from my toolbox:
"Can I have 5 more minutes, please?"
I use this when I'm not ready to stop a preferred activity yet.
"I don't like this, but I'll try."
I use this when I am given a task (like Math) that feels hard or boring.
"I need a break. My brain is tired."
I use this when I feel like I might scream. I can ask for a quiet space.
"Help, please. This is confusing."
I use this when the work feels too difficult to do alone.
I Am a Great Communicator
When I use my words instead of screaming:
My body stays calm and safe .
My friends and teachers feel happy to be near me.
I get to share my brilliant ideas with the world.
It is okay to be frustrated. It is okay to dislike a task. But I will use my powerful voice to tell people what I need.
My Commitment:
"I will try to use my words to say how I feel. If I feel like screaming, I will take three deep breaths first."
Student Signature
Solution Seeker Social Story The Expert
Solution Seeker
How to use my words to share my opinion and still reach the finish line.
Advanced Communication Series
My Brain Has an Opinion
Because I am a bright and independent thinker, my brain often has strong opinions about the work I am asked to do. Sometimes, when a teacher gives me a math page or asks me to stop a game, my brain shouts: "NO!"
"It is okay to not like a task."
Thinking "I don't want to do this" is normal. Even adults feel this way sometimes! But an expert solution seeker knows that screaming or eloping doesn't actually make the task go away.
When I scream or run, the task is still waiting for me. It just takes longer to finish, and I might feel more stressed. I can use my words to be a "Deal Maker" instead of a "Task Evader."
New Concept: Use words to change the HOW, not the MUST.
The Art of Finding Solutions
If I really don't want to do something, I can try to seek a solution to get it done. This is much more effective than screaming. Here are my solution-seeking scripts:
A
"I don't want to do this right now. Can I do it in 5 minutes?"
This is for when I need a little more transition time.
B
"This feels like too much. Can I do half now and half later?"
This is for when the task feels overwhelming or long.
C
"Can I use a different tool to finish this (like a pen or computer)?"
This makes the work feel more interesting.
Reaching the Finish Line
Sometimes, my teacher will say, "I hear you, but this task must be done now." This is part of being in 2nd grade. An expert solution seeker knows that once a final decision is made, the fastest way to get back to my fun activities is to complete the task .
The Logic of Completion
If I finish my task, I feel proud and successful.
If I finish my task, the "demand" is gone! It is no longer over my head.
If I finish my task, I can move on to my preferred choices.
"I am learning that my words are powerful, but following through is what makes me a leader."
I can handle hard things.
Task Refusal -> Solution Seeking -> Completion
My Words Toolbox Card My Words Toolbox
Use these scripts to tell others what you need!
Wait Time
"Can I have 5 more minutes, please?"
Academic Task
"I don't like this, but I'll try."
Feeling Big
"I need a break. My brain is tired."
Confused
"Help, please. This is confusing."
The Power Breath Strategy
1
Stop
2
Breathe
3
Choose Word
My words are my superpower!
Follow Through Teacher Protocol Advanced Behavior Protocol
The Follow-Through Guide
Strategies to prevent task avoidance while validating communication.
Understanding the Loop
When a student uses functional communication (e.g., "I don't want to do this"), it is a huge win! However, if that verbal refusal leads to the removal of the task, we inadvertently reinforce avoidance behavior .
The Goal:
Validate the communication without removing the expectation. We want the student to learn that words are for solution-seeking , not for escaping necessary work.
The "Solution Seeker" Protocol
1
Deliver clear instruction
2
Student uses verbal refusal (Script)
3
Acknowledge & Offer a Solution
4
Requirement Stays (Follow-through)
What is Solution-Seekable? (The 4 Cs)
Chronology (When)
Allowing the student to choose the order of tasks or a short delay (e.g., "In 2 minutes" or "After I finish this page").
Context (How)
Choosing the tool (pencil vs computer), location (floor vs desk), or support (together vs alone).
Capacity (How much)
Chunking the work. "Do 3 problems now, take a 1-minute break, then do the other 3."
Collaboration (Who)
Choosing a partner or asking the teacher to "scribble" the first answer for them to get started.
The "Gentle Broken Record" Strategy
When the student continues to refuse verbally (or screams), use a calm, neutral tone. Do not engage in an argument about why the work is important.
Ex
Teacher: "It's time for Math."
Student: "I hate math! I'm not doing it!"
Teacher (The Broken Record): "I hear you. You don't like math today. We are still finishing 3 problems. Would you like to use the blue pen or the pencil?"
Student: [Screams]
Teacher (Calm, neutral): "I'll wait for your voice to be calm. We are still doing 3 problems. Blue pen or pencil?"
Critical: The "Finish Line" Principle
Once a demand is placed, the student must complete at least a portion of it before a preferred activity or break is granted. If you allow them to go to a break while in a scream/refusal state, you are reinforcing the behavior.
Require a "Compliant Moment" (even just 10 seconds of sitting or 1 problem) before transitioning to something else.
The Deal Maker Worksheet The Deal Maker
Practice your expert solution seeker skills!
Name
Date
Instructions for Solution Seekers:
When a teacher gives you a task you don't like, you can try to make a "Fair Deal." A Fair Deal means the work still gets done, but in a way that feels better for you.
1
The Math Challenge
"Your teacher says: 'It's time to do 10 math problems.' Your brain feels frustrated. You want to scream, but you remember your scripts."
Choose a script to make a deal:
"Can I do 5 now and 5 later?"
"Can I use a computer instead?"
Write your own Fair Deal for Math:
2
The Transition Trap
"You are playing a game on the iPad. Your teacher says: 'iPad time is finished. It is time for Circle Time.' You want to run to the back of the room."
Choose a script to stay in control:
"Can I have 2 more minutes?"
"Can I sit in the blue chair?"
What could you say to your teacher instead of eloping?
Expert Solution Seeker Status
"I am learning that my words are the best way to share my feelings. When I seek a solution, I show everyone how mature and smart my brain is."
I use words to lead!
Word Warrior Success Log Official Progress Record
The Word Warrior Log
Tracking my moments of powerful communication.
Name of Communicator
My Current Goal
Use my words to seek a solution instead of screaming.
Date / Time What Happened? (The Trigger) Which Script Did I Use? Outcome
|
Solution-seeking deal
Requested more time
Asked for help
| |
|
|
|
Solution-seeking deal
Requested more time
Asked for help
| |
|
|
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Solution-seeking deal
Requested more time
Asked for help
| |
Weekly Reflection
"One time this week when I felt like screaming but chose to use my powerful words instead was when..."
Self-Assessment: Leveling Up! Teacher/Parent Initials: _________
Voice Support Teacher Guide Teacher Resource Guide
Implementing 'The Power of My Words'
Supporting advanced learners in functional communication and solution-seeking.
Core Objectives
Functional Comm.
Replace screaming/eloping with specific verbal scripts.
Solution Seeking
Use communication to resolve conflicts and seek task alternatives.
Self-Regulation
Introduce the "Stop, Breathe, Choose" sequence.
Implementation Strategy
1
Pre-Teach in a Calm State
Read the Solution Seeker Social Story during a highly preferred or "neutral" time. Since the student is an advanced reader, engage them in a discussion about why words are more "efficient" than screaming. Focus on the logic: "Screams are noise; words are messages."
2
Modeling & Role Play
Use the Toolbox Card to role-play scenarios. Give the student a fake "Math Worksheet" and prompt them to say, "I don't like this, but I'll try." Reward the verbal response immediately during practice.
3
Solution Seeker Prompting
When you anticipate a transition or non-preferred task, point to the toolbox card before the student escalates. Provide a verbal prompt: "Remember, you can seek a solution by asking for 5 more minutes."
Prompting Hierarchy
Level 1: Visual Point
Simply point to the relevant card on the Toolbox tool.
Level 2: Verbal Question
"What solution-seeking script could you use right now?"
Level 3: Direct Echoic
"Say: I don't like this, but I'll try."
Reinforcement Tips
Honor Requests: If he asks for "5 more minutes," honor it often to prove that words work.Social Praise: "I love how you sought a solution instead of screaming. That was very grown-up."Immediate Payoff: If he says "I need a break," allow a 2-minute break immediately before returning.
Troubleshooting: What if he still screams?
1. Stay Neutral: Minimize attention to the screaming or eloping. Ensure safety first.
2. The "Wait and Prompt": Once the volume drops slightly, point to the Toolbox Card. Do not fulfill the "need" until a verbal or pointed approximation is made.
3. Re-evaluate the Task: Use the
