Sentence Blueprints Slides Sentence Blueprints
Deconstructing Social Story Mechanics
Lesson 1: Narrative Fundamentals
Understanding vs. Compliance
Traditional Rules
Dictate behavioral output
Focus on "No" or "Stop"
Assumes the learner knows why
Social Stories™
Describe the social "why"
Share accurate social information
Reduce anxiety through clarity
"The goal of a Social Story is social understanding, not behavioral compliance." — Carol Gray
The Anchor: Descriptive Sentences
The most important sentence type. These are objective, factual statements that describe the setting, the people, or the actions without opinion or demand.
Structural Examples:
"The hallway is a place where many students move from one class to another."
"Sometimes, teachers use a loud voice to get the attention of the whole group."
Key Rule: They must be accurate. Use words like "sometimes," "usually," or "some people" to ensure the information remains true.
Validation: Affirmative Sentences
These sentences follow a descriptive sentence to express shared values, reassurance, or a common belief .
1
"This is a safe thing to do."
2
"It is okay to ask for a break."
3
"That is a great idea."
Function: They help clarify the meaning of a social cue or reassure the student that their feelings or actions are understood.
Guidance: Directive Sentences
These suggest a possible response or a choice for the student. They guide, but they shouldn't "order."
Instead of:
"You must walk quietly."
Try:
"I will try to walk quietly in the hall."
The Shift: Notice the use of "I will try" or "I might." This acknowledges that behavior is a process, not a rigid command.
Rewrite the Rule
Target Rule:
"NO RUNNING IN THE HALL!"
How can we turn this demand into a descriptive sequence that explains why we walk? Focus on the safety of others and the purpose of the space.
Linguistic Shift Handout The Linguistic Shift
Workshop: Rule-to-Description Conversion
L1-Activity-01
Social Narrative Mechanics
Student Name
Date
Technical Brief: The Descriptive Foundation
Social Stories differ from rules because they prioritize social cues over commands . When we convert a "rule" into a "description," we are providing the cognitive bridge the learner needs to understand the environment.
Descriptive
Facts about who, what, where, why.
Affirmative
Values or reassurance about the facts.
Directive
The "I will try" suggested action.
Conversion Laboratory
1
Original Rule: "No shouting in the library!"
Draft a Descriptive Sentence (Focus on why libraries are quiet)
Draft an Affirmative Sentence (Reassurance/Value)
2
Original Rule: "Sit still during circle time!"
Draft a Descriptive Sentence (Focus on the social cue of the group)
Draft a Directive Sentence (Suggested 'I will try' action)
3
Original Rule: "Do not touch other people's hair!"
Draft a Perspective-based Descriptive Sentence (Focus on personal space/feelings)
Draft a Descriptive Sentence about what the learner CAN do with their hands
Critical Reflection
Why is it more effective to describe why a library is quiet than to simply forbid shouting for a student with concrete thinking patterns?
Sentence Blueprints Facilitation Guide Instructional Blueprint
Lesson 1: Sentence Blueprints
Teacher Guide
Learning Objectives
Differentiate between behavioral commands and social descriptions.
Construct accurate Descriptive , Affirmative , and Directive sentences.
Apply the concept of "Social Understanding" to clinical student profiles.
Key Vocabulary
Linguistic Shift Descriptive Compliance-Heavy Cognitive Bridge
1. The Rule Hook (15 mins)
Action: Present the slide "Rewrite the Rule" (No running in the hall).
Questioning Strategy: Ask students: "Imagine a learner who follows rules literally. If they don't know why we walk, what happens when there is no teacher around?"
Key Insight: Rules are external. Understanding is internal. If the student understands that "People walk to stay safe and keep others safe," they are more likely to generalize the behavior to other contexts (museums, malls, etc.).
2. Sentence Types Deep-Dive (30 mins)
Common Misconception:
Students often try to write Directive sentences that are too strong (e.g., "I will always listen"). Remind them to use "I will try" or "I can." We never want to make a Social Story into a lie if the student fails to meet the goal one day.
Descriptive Tip:
Focus on the "Who, What, Where." Use objective verbs (are, have, see) rather than evaluative ones (good, bad).
Affirmative Tip:
These act like a period at the end of a thought. They validate the learner's experience.
3. Linguistic Shift Workshop (45 mins)
Students should work on the Linguistic Shift Handout individually or in pairs. Circulate and check for "Command Language."
Critique Prompt: "Is this sentence describing a social cue, or is it just telling the kid what to do?"
For Advanced Learners
Have them identify "literal traps" in their descriptions—phrases that a student with hyper-literalism might misinterpret.
Resource Check
Ensure access to Carol Gray's 10.3 criteria for Social Story fidelity (available in the sequence resources).
Hidden Thoughts Slides Hidden Thoughts
Mastering Perspective & Cooperative Sentences
Lesson 2: Making the Invisible Visible
The Theory of Mind Gap
Many learners struggle to infer what others are thinking, feeling, or intending .
"Social life is built on a foundation of invisible assumptions."
Social Narratives...
Explicitly state the internal state of others.
Identify support systems and helpers.
Clarify intentions that may be misunderstood.
Perspective Sentences
These sentences describe the thoughts, feelings, beliefs, or motivations of other people.
"My teacher likes it when students raise their hands to speak."
"The librarian knows where all the books are kept."
"Usually, other kids feel happy when they get a turn to play."
Cooperative Sentences
These identify who will help the learner and how they will help. They build confidence and reduce isolation.
Blueprint Examples:
"My teacher can show me where to put my coat."
"My friend might help me find the right page in the book."
Cooperative sentences remind the learner that they are not alone in navigating social challenges.
Case Study Hook
The Unspoken Conflict
Imagine a student grabs a toy from another student. The victim cries. The learner looks confused.
What are the perspective sentences we need to write for this situation?
- Person A thinks...
- Person B feels...
- The Teacher will help by...
Theory of Mind Case Study The Invisible World
Case Study: Social Conflict & Intent Analysis
L2-Case-02
Perspective Drafting
Clinician Name
Date
The Scenario: "The Missing Turn"
Leo is waiting for his turn on the classroom iPad. Sarah's timer goes off, but she continues playing for another 30 seconds to finish her level. Leo walks over and pushes Sarah out of the chair. Sarah starts to cry and says, "I was almost done!" The teacher, Mr. Henderson, comes over to intervene.
Leo's Profile
Hyper-literal about timers; struggles to infer intent behind delays.
Sarah's Profile
Communicative but forgets to verbalize her "extra time" needs.
Part 1: Identifying Hidden Perspectives
What was Sarah Thinking/Feeling?
Identify the motivation for her "rule-breaking" (staying past the timer).
What was Mr. Henderson Thinking/Feeling?
Identify the goal of the teacher's intervention.
Part 2: Drafting the Bridge
Draft 2 Perspective Sentences (For Leo to read)
Example: "Sarah usually wants to finish her game before she stops."
1. __________________________________________________________________
2. __________________________________________________________________
Draft 1 Cooperative Sentence (Who will help Leo?)
______________________________________________________________________
Clinical Analysis
How does including Sarah's "hidden thought" reduce Leo's likelihood of pushing in the future, compared to simply having a rule that says "No Pushing"?
Narrative Balance Slides The Ratio Lab
The Mathematics of Narrative Balance
Lesson 3: The Social Story Formula
Why does the ratio matter?
Anatomy of Stress
When a narrative is mostly Directive (commands), it increases the learner's performance anxiety and "demand" stress.
The story becomes a "Rule Book" rather than a "Support Tool."
Anatomy of Safety
By flooding the narrative with Information (descriptions), we ground the learner in facts.
This balance ensures the tone remains informative, patient, and non-judgmental .
The Social Story™ Formula
D + P + A + C
Dir + Con
≥ 2
D: Descriptive
P: Perspective
A: Affirmative
C: Cooperative
Dir: Directive
Con: Control
There must be at least 2 descriptive/supportive sentences for every 1 directive/control sentence.
Wait, what is a Control Sentence?
Unlike Directive sentences (what others suggest), Control Sentences are written by the learner to identify their own strategies.
Example:
"When I see the lunch tray, I can remember to take a deep breath like a balloon."
Mastery Check:
Control sentences are optional .
They work best for highly verbal learners.
They count toward the "Directive" side of the ratio.
The "Audit" Hook
The Draft: "Using the Restroom"
1. Sometimes I need to pee. (D)
2. I must stop what I am doing immediately. (Dir)
3. I will walk to the bathroom. (Dir)
4. I will not talk to my friends on the way. (Dir)
5. I will wash my hands after. (Dir)
Ratio Calculation:
1 : 4
This story is 80% commands. How can we add perspective and affirmation to fix this ratio?
Ratio Audit Worksheet The Ratio Audit
Technical Verification & Structural Correction
L3-Audit-03
Fidelity Check v1.0
Clinician Name
Date
The Formula
(D + P + A + C) ≥ 2 (Dir + Con)
Target Balance
Min. 2 Supportive : 1 Directive
Audit Sample A
Topic: Joining a Group
The Current Narrative:
1. Sometimes kids play in a group.
2. I must ask "Can I play?"
3. I will wait for their answer.
4. If they say no, I will walk away quietly.
5. I will not get angry.
Sentence Tally:
Descriptive: ____
Directive: ____
Perspective: ____
Control: ____
Affirmative: ____
TOTAL RATIO: ___:___
Pass/Fail?
Pass
Fail
Re-Draft: Sample A
Add at least 3 sentences (Descriptive, Perspective, or Affirmative) to Sample A to fix the ratio and lower the "demand" tone.
Clinical Audit Question
A student writes a social story with 10 Descriptive sentences and 0 Directive sentences. Does this meet the Carol Gray 10.3 criteria? Why or why not?
Visual Clarity Slides Visual Clarity
Iconicity, Ambiguity, & Comprehension
Lesson 4: The Interface of Social Stories
Visuals as Cognitive Scaffolds
For many neurodivergent learners, text is abstract and transient .
Visuals provide a permanent reference that anchors the narrative's meaning.
Iconic > Specific
Specific photos (a specific child) can lead to rigid generalization. Iconic drawings (symbols) promote abstract understanding.
Consistency is Key
Maintain the same visual style throughout the entire narrative.
The Ambiguity Trap
A concrete thinker may fixate on irrelevant details in a visual.
Clutter
Too many objects in the background distract from the cue.
Color Coding
Using red/green for behavior can unintentionally shame.
Literalism
If the image shows a blue chair, they may think it only applies to blue chairs.
Designing Checks
How do we know they understood the concept rather than just memorized the text?
Effective Check Methods:
- "What would happen if...?"
- Sorting "Good Matches"
- Drawing the "Missing Part"
- Self-Rating Scales
"The check should focus on the social understanding (Perspective/Descriptive) rather than the compliance (Directive)."
Critique: "Waiting"
Which visual carries the least ambiguity for a concrete thinker?
A: A digital clock
B: A sand timer icon
C: A photo of a kid
Debate the merits of each in the workshop.
Visual Selection Rubric Worksheet Visual Selection Rubric
Interface Design for Social Narratives
L4-Checklist-04
Cognitive Scaffolding
"The visual should act as a bridge, not a distraction. If a student can understand the social concept without the image, the image is supplementary. If the student relies on the image for meaning, the image must be technically precise."
Criteria
Low Fidelity
Moderate Fidelity
High Fidelity
Iconicity
Highly specific photo with cluttered background.
Generic photo or detailed illustration.
Clean symbol or icon with no distracting backgrounds.
Generalization
Features a specific person/place only.
Features a generic person in a generic place.
Focuses on the ACTION or CONCEPT (e.g., waiting icon).
Affective Tone
Uses "shaming" colors (red X for bad).
Neutral but lacks clear emotional cues.
Clear, non-judgmental representation of feelings.
The Visual Audit Exercise
Case: A story about "Staying Near My Group" on a field trip.
Describe the High Fidelity visual you would select for this page. Why is it better than a photo of the actual student at the zoo?
Drafting a Comprehension Check
Write one "Concept-Based" question for a story about "Asking to Play."
The Question
The 'Non-Compliance' Correct Answer
Verified for Visual Literacy & Concrete Cognitive Processing Patterns
Final Narrative Slides The Writer's Room
Advanced Drafting & Peer Fidelity Review
Lesson 5: Final Narrative Construction
The 10.3 Fidelity Checklist
Structural Integrity
Defined intro, body, and conclusion?
First or third person perspective?
Positive, patient tone throughout?
The Linguistic Audit
Ratio meets the 2:1 supportive rule?
Avoided all "literal traps"?
Are there "Maybe/Sometimes" qualifiers?
Constructive Friction
As clinicians, our peer review is not about grammar—it's about social accuracy .
The "Literal Reader" Test:
Read the story aloud. Try to interpret every sentence as literally and "wrongly" as possible. Does the narrative still hold up?
The Protocol:
Identify one sentence that might be misread literalistically.
Recalculate the ratio to verify fidelity.
Check for "Tone of Respect."
Writer's Room Hook
"The Rejected Narrative"
A parent rejects your story because they say it feels "infantilizing" and "too negative" about their child's habits.
The Task:
Audit the narrative for perspective sentences . Are we describing the child's difficulty as a "problem" or a "social mismatch"? How do we pivot the tone to be collaborative?
Social Story Fidelity Rubric Social Story Fidelity Rubric
Clinical Peer Review & Quality Assurance
L5-Rubric-05
Criteria 10.3 Compliant
Narrative Title / Topic
Target Learner Profile
Technical Audit (Score 0-3)
Criteria Description Score 1. Descriptive Foundation Contains accurate, objective descriptions of the setting/cues. No evaluative "judgment" words. /3 2. The 2:1 Ratio Strict adherence to the Social Story Formula (D+P+A+C) ≥ 2 (Dir+Con). /3 3. Theory of Mind Perspective sentences accurately reveal the thoughts/feelings of others. /3 4. Patient Tone Avoids rigid "must" language. Uses "I will try" or "I can" for directive guidance. /3 5. Visual Integration Visuals are iconic, clean, and support concept generalization. /3
Reviewer Clinical Feedback
Literal Reader Warning
Identify any sentence that a hyper-literal learner might misinterpret.
Tone Calibration Suggestions
How can the narrative move further from "behavioral compliance" toward "social understanding"?
Final Project Fidelity Approval
Final Narrative Facilitation Guide Social Story Facilitation Guide
Advanced Coaching for Narrative Construction
L5-TG-05
Final Project Guide
Instructional Strategy
This final lesson transitions students from "Sentence Practice" to "Holistic Narrative Flow." The focus is on the clinical intentionality behind every word. Students must defend their narrative choices based on the learner profile they have selected.
The "Infantilization" Warning:
Graduate students often struggle with tone—either writing too "babyish" for an older learner or too "academic" for a younger one. Remind them: A Social Story should match the learner's developmental age, not their disability label.
Pacing Guide
Hook / Troubleshoot 15m
Final Drafting Studio 45m
Peer Review Rotation 30m
Final Polish / Submit 30m
Clinical Discussion Framework
The Literal Trap Audit
"If you write 'I will keep my hands to myself,' what does a literal thinker do if they need to wash their hands?"
Goal: Shift toward "Personal space" or "Safe touch" descriptions.
The Supportive Balance
"Look at your ending. Does it end on a demand or on a supportive social realization?"
Goal: Ensure the last sentence is Affirmative or Descriptive.
Facilitating the Peer Review
1. The Silent Exchange: Students exchange narratives without explaining them. This simulates how the learner will receive the story—cold.2. The Audit Phase: Reviewers use the Fidelity Rubric to count sentences and calculate the ratio. No reading for content yet—just technical mechanics.3. The Empathy Phase: Reviewers read for tone. They write one word that describes the "feeling" of the story (e.g., Calm, Bossy, Clear, Confusing ).4. The Clinician Conference: 5 minutes of verbal feedback focused on the "Troubleshooting" hook from the slides.
Social Narrative Mastery Sequence © 2026
