Social

Narra*ves

11/23/2014

Agenda
} Sign
}
}

in sheets

1. Group B Performance Assessment (differential

reinforcement)
2. Make up Performance Assessments (12/15)

} Review

Quiz 10
} Discuss Final Exam (structure and activities)
} Lecture Social Narratives; Cultural diversity
} Performance Assessments

1. Case Study due 12/15 15 points

} TK20

contribution

Demonstrate CEC competencies (posted on Carmen

Read a case study, answer the questions

2. Application Activity 60 pts - due

12/15
} Select

an intervention recommendation given in

your Communication Assessment Project
}

These points count toward the Communication

Assessment Project, NOT the final exam score

Rubric with point break down posted on Carmen

} Design
}
}

an intervention, including:

} Design
}

an intervention, including:

specific communication goal(s) to teach the student and

a rationale for selecting goal(s) should be observable,
measurable, linked to communication function
Supporting materials like data sheets for progress
monitoring; materials that will be part of the lesson;
describe how you will teach it

Brief summary of your student (hint, youve written this

up before)
Summary of the setting demands (should also be
completed)

Social Narra*ves

11/23/2014

3. Traditional exam 35 pts

12/15 4:10 (same time and place)
} 7
}
}
}

Social Narratives to Improve

Social Communication
ES SPED 5722

items on pencil/paper exam

1 short answer
5 MC
1 case study example with specific instructions

Are these the same as Social Stories?

Social Narratives Are:

}

interventions that describe social situations in some

detail by highlighting relevant cues & offering examples of
appropriate responding

aimed at helping learners adjust to changes in routine &

adapt their behavior based on social & physical cues of a
situation; or to teach specific social skills or behaviors

individualized according to learner needs and typically

are quite short, perhaps including pictures or other
visual aides

} Social

Stories are trademarked and copyrighted by

Carol Gray

} There

are regimented guidelines for creating

Social Stories that might not be sensible for all
learners or all situations

Social Narratives is used in this class because

}
}

It is not trademarked
This term encompasses a more flexible intervention
that matches individuals students and skills

Social Narra*ves

11/23/2014

Writing an Effective Social Narrative

} Use

language that is appropriate for the learners age

& comprehension

} Consistently

use first or second person, based on

learner characteristics

} Select

a number of sentences per page that are

appropriate for the learners functioning level & age

Writing a Effective Social Narrative

} Use

visuals that are appropriate for the learner

} If

appropriate, include the learner in creating or

selecting pictures to include

} Incorporating

learner interests into the story

might make it more motivating and engaging for
the learner

} Construct

each page to allow the learner to focus

on a specific concept

Implementing the Social Narrative

Cultural Diversity

} Use

the social narrative as part of the learners

daily schedule

} Read

the social narrative to the learner, or the

learner is encouraged to read it aloud or silently
as part of the daily routine

Social Narra*ves

11/23/2014

Culturally &
Linguistically Diverse Families
}

Some are ELL, less well-educated, low SES,

undocumented immigrants; some are welleducated and from high SES in country of origin & US

Are life-educated and know their child best

Undocumented immigrants may be fearful of

interaction w/any authority

Tend to be family-oriented

May have idiosyncratic beliefs regarding disabilities

May be intimidated by school system

Culture is defined as the factors

that shape ones sense of group
identity
race, ethnicity, religion,

geographical locations, income

status, gender, and occupations

Copyright 2003 Pearson Education, Inc. All rights reserved

Diversity in Columbus City School

District
2010-2011

Cultural Diversity in Special Education

} Students

Black
Non
Hispanic

Native
American
or Native
Alaskan

Asian or
Pacific
Islander

Hispanic

Multiracial

White
non
Hispanic

58.9%

0.2%

2.1%

6.8%

5.0%

27.0%

Economically
Disadvantaged

Limited English
Proficient

Students with
Disabilities

81.9%

9.7%

17.1%

from culturally & linguistically diverse

backgrounds are disproportionately
represented in Special Education!!!

} Meaning

that the cultural group is over- or underrepresented in the pool of students receiving
SpEd

**For your reference, you do not need to recall these figures

Social Narra*ves

11/23/2014

Over- & Under-representation examples

Disproportionality & Special Ed

}

When a certain cultural or ethnic group appears

in a disability category in a percentage higher or
lower than the incidence of that cultural or
ethnic group in the general population:
} Higher? OVER- Lower? UNDER-

Over-representation: African Americans make up

approx. 15% of the general population yet comprise
approx. 70% of the players in the NBA

Under-representation: African Americans make up

approx. 15% of the general population yet comprise
only approx. 1.3% of the professional tennis players in
the U.S.

Example: If a group represents 15% of the

general population, then we would expect to see
members of that group make up just about 15%
of the special ed population

Representation in EBD Category

Representation in Spec. Ed. by Ethnicity/Race

70

70

60

60

50

40
Gen Pop
Sp Ed
30

Percentage

Percentage

50

40
Gen Pop
EBD
30

20

20

10

10

0
Afr-Am

Amer Ind

Asian/PI

Hisp

White

Afr-Am

Amer Ind

Asian/PI

Hisp

White

Social Narra*ves

11/23/2014

Representation in Autism Category

Why the disproportionality?

80

70

} Cultural

mismatch between student and teacher

who makes referral

60

Percentage

50
Gen Pop
40

Autism

30

20

} English

language learners (ELL) may suffer from

biased testing procedures

} Members

of SOME ethnic/racial groups are more

likely to live in poverty, and have decreased
resources and supports in their community

10

0
Afr-Am

Amer Ind

Asian/PI

Hisp

White

Why African American Students May Be

Over-Represented in Sp Ed
1.

2.

Failure of the general education system to effectively

educate children from diverse backgrounds
Inequities associated with spec. ed. referral and
placement procedures

3.

Misidentification and the misuse of tests

4.

Lack of access to effective instruction in general

education programs

5.

Insufficient resources and less well-trained teachers

making learning more difficult

For Next Class 12/1

Read:
Stokes & Baer (1977)
} Watch Frontline: Prisoners of Silence
}

} Group
}

Presentations entire class

No more than 15 minutes please lets shoot for 10 min

Brief course review of selected topics for students who wish

to stay and prepare for the paper final
Happy Thanksgiving, have a fun and safe break!