Interactive stories have emerged as a powerful tool for fostering social and communicative skills in preschool children, particularly those with Autism Spectrum Disorder (ASD) and other cognitive, social, or behavioral deficits. One such resource, "I Think! I Can! Interactive Stories for Preschool Routines" by Beth Eck, provides eight ready-made social stories designed to help children navigate common classroom routines effectively. This blog will explore how practitioners can implement these interactive stories to enhance their therapeutic practices and encourage further research in this area.
Understanding the Power of Social Stories
Social stories, initially developed by Carol Gray, are simple, visual narratives that help children understand and respond appropriately to various social situations. These stories make expectations concrete and predictable, allowing children to feel more comfortable and successful in their environments. "I Think! I Can!" builds on this concept by providing stories tailored to common preschool routines such as Circle Time, Snack Time, and Clean-Up Time.
Implementing Interactive Stories in Your Practice
Here are some steps practitioners can take to effectively use interactive stories in their therapeutic settings:
- Customize the Stories: While the stories are ready-made, they can be customized to meet the specific needs of individual children. This may involve adjusting the language, adding real photographs, or incorporating specific details relevant to the child's routine.
- Introduce and Review Regularly: Introduce the story to the child and review it daily or as needed. Over time, the frequency of reviews can be reduced as the child becomes more familiar with the routine.
- Use Visual Supports: Pair the stories with visual supports such as pictures or symbols. This can be particularly beneficial for children who are visual learners or have difficulty understanding abstract concepts.
- Monitor Progress: Use behavior analysis tools provided in the resource to track the child's progress. This can help in evaluating the effectiveness of the stories and making necessary adjustments.
Benefits of Using Interactive Stories
Interactive stories offer several benefits for both practitioners and children:
- Enhances Understanding: The stories help children understand social expectations and routines, making them more comfortable and successful in their environments.
- Promotes Independence: By making routines predictable, the stories promote independence and self-confidence in children.
- Supports Communication: The stories provide a structured way to practice communication skills, including making choices, expanding vocabulary, and recalling information.
- Facilitates Social Interaction: The stories help children learn appropriate social responses, fostering better interactions with peers and adults.
Encouraging Further Research
While "I Think! I Can!" provides a valuable resource for practitioners, further research is needed to explore the full potential of interactive stories in different settings and with various populations. Practitioners are encouraged to document their experiences and share their findings with the broader community. This can help in refining existing resources and developing new ones that cater to the diverse needs of children with social, cognitive, and behavioral challenges.
To read the original research paper, please follow this link: I Think! I Can! Interactive Stories for Preschool Routines
