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TABLE 1
Social Stories
The Social Story for Taro
Who is in <strong>the</strong> chair of Friday?
I am Taro. I am a boy who loves Bob Sap. I am good at being in chair. I want to be in <strong>the</strong> chair of Friday.
But sometimes I am not always in <strong>the</strong> chair of Friday because <strong>the</strong> chair comes around in turn. When
everybody complies with <strong>the</strong> turn, everybody feels good because everybody can be fairly in <strong>the</strong> chair. The chair of
Friday this week is (student name). (student name) is good at being in chair, too. So, it is OK. I will
comply with <strong>the</strong> turn.
The Social Story for Kenji
Sitting in a cool way
There are cool people and non-cool people in <strong>the</strong> world. Whe<strong>the</strong>r <strong>the</strong> person is cool or non-cool depends
on how <strong>the</strong> person does something. I am one of cool people because I write a lunch menu of <strong>the</strong> day
neatly on <strong>the</strong> blackboard and I never take a break during morning exercise. When I ate lunch at a hotel,
I did in a good manner. So, many people in <strong>the</strong> hotel thought I am cool. Many people around me watch me do
something and think I am cool. As for sitting, <strong>the</strong>re are a cool way and a non-cool way. Sitting in a cool way
means placing hip all <strong>the</strong> way, making body upright, and putting heels near <strong>the</strong> sofa. The points are
shown in <strong>the</strong> following figure (line drawing is shown). I will take care of <strong>the</strong> way of sitting.
The Social Story for Tatsunori
Why do I have to wash my hands?
I am Tatsunori, a boy who loves Giants. After toileting, people usually wash <strong>the</strong>ir hands. There are germs in
a bathroom. When people go to a bathroom, germs may be put on <strong>the</strong>ir hands. But, germs are invisible.
If people wash <strong>the</strong>ir hands, most of <strong>the</strong> germs on <strong>the</strong>ir hands are gone. So, people wash <strong>the</strong>ir hands. I
will wash my hands with soap after toileting. Ms. (teacher’s name) thinks <strong>the</strong> person is wise when <strong>the</strong> person
washes hands after toileting. Mr. (teacher’s name) thinks <strong>the</strong> person is cool when <strong>the</strong> person washes hands after
toileting. Ms. (teacher’s name) thinks <strong>the</strong> person is lovely when <strong>the</strong> person washes hands after toileting.
Note. The italic parts are perspective sentences that are withdrawn in SS without PS and not withdrawn in SS
with PS.
fore, one Social Story consisted of three or
four pages. One or two sentences and one
illustration were included in one panel. For
Kenji, all texts in both types of stories were
printed on one page, with three illustrations
exhibiting a point of “cool sitting” for each.
The story for Taro was written by <strong>the</strong> primary
investigator and modified based on feedback
from his teachers and <strong>the</strong> second author,
whereas <strong>the</strong> story for Kenji was written by one
of his teachers and modified based on feedback
from <strong>the</strong> primary investigator and <strong>the</strong>
second author. The teachers confirmed that
<strong>the</strong> complexity and length of <strong>the</strong> stories were
appropriate for <strong>the</strong> two students.
The text and illustrations of <strong>the</strong> Social Story
were printed on A4 white paper, which was
later laminated and bound by a metal ring on
<strong>the</strong> upper left-hand side. The text, developed
by PowerPoint 2002 TM for Taro and by Ichitaro
2005 TM for Kenji, was placed on <strong>the</strong> upper
part of each panel. In <strong>the</strong> illustrations,
icons were developed by Hanako 2005 TM and
digital photographs were retrieved from free
internet sites, with some modifications, using
Photoshop 6.0 TM . The illustrations were
placed on <strong>the</strong> lower part of each panel for
Taro and of a page for Kenji.
Data Collection
50 / Education and Training in Developmental Disabilities-March 2008
Taro. For Taro, Voice Trek TM , an integrated
circuit (IC) recorder, was utilized to
record his persistent and aggressive verbal behaviors.
The recorder was set by his teachers
in a closet, which was invisible to <strong>the</strong> student
but allowed <strong>the</strong> recorder to catch conversations
effectively. The recorder was activated
soon after Taro entered his classroom each
morning. A 6-minute block was randomly selected
from a 15-minute record in each session
to be analyzed by <strong>the</strong> primary investigator,
using a 10-second partial interval
recording procedure. This observation was
conducted during only <strong>the</strong> weeks when Taro
was not in <strong>the</strong> chair on Friday.