Social Stories on Interrupting

Instructor: Amanda Robb

Amanda holds a Masters in Science from Tufts Medical School in Cellular and Molecular Physiology. She has taught high school Biology and Physics for 8 years.

In this lesson, we'll briefly review what social stories are and their place in teaching students with autism. Then, we'll look at examples of social stories about interrupting others as well as suggestions for how to create your own.

What Are Social Stories?

Autism is a spectrum disorder characterized by a lack of social skills, including decreased ability to infer tone, emotions, and non-verbal cues. One strategy to teach students with autism these skills is social stories, short stories that include positive examples of how to act in certain social situations. Today, we'll be looking at some examples of social stories that focus on interruption as a target behavior.

Interrupting Teacher During Instruction

Include images to help students visualize the situation.
teacher talking

During class, my teacher talks and I should listen. I should listen so I can understand what she is teaching me. Sometimes I interrupt my teacher by talking when she is talking because I get too excited about what I want to say.

I think what I have to say is urgent, but my teacher thinks I should wait until she is done talking. My teacher gets upset when I interrupt her because she is trying to teach us new things and does not want to be interrupted. My classmates might get upset too, because they want to hear the teacher to learn.

I should stay quiet when the teacher is talking so I can learn. Learning is fun and I am happy when I learn. If I need something important, I can raise my hand and wait for the teacher to say my name, then I can talk. I will still get to share my ideas. I can feel proud of myself for following the rules and not interrupting the teacher.

Interrupting by Leaving My Seat

When the teacher is talking, she wants us to listen so we can learn new things and hear directions. It is important to hear directions so we know what to do next. Sometimes I feel anxious or restless when we have to sit quietly for directions, and I leave my seat.

When I walk around during directions I don't hear the directions as clearly as when I am seated and attentive. If I don't hear directions, I might not know what to do next. If I know what to do next, I can enjoy the activity more and learn more. Learning is fun and important, and I am happy when I learn.

Interrupting Peers During Instruction

When my teacher asks a question, she waits for students to raise their hand to answer. She says the name of the student she wants to answer the question out loud. She wants everyone to have a turn to talk because that is fair. It feels good when things are fair for everyone.

Sometimes, I say the answer even when the teacher does not call on me, because I am excited that I know the answer. The student who was supposed to talk feels bad because I interrupted them. I should raise my hand and wait for the teacher to call on my to share my answer.

When I wait, the other students get a turn to talk, too. It feels good when everyone takes turns because it is fair.

Include images of positive behavior in action.
hand raised

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