Learning How to Wait When Mom is Late


Descriptive: • When school is over, mom picks me up to take me home.


Perspective:   • Whenever she is late, I think something terrible happened.    


Cooperative: • When I get scared, I can tell my teacher and she can bring me to the       comes for me.


Control:        


Coaching Sentences:        


    


Conclusion Social Stories may be used in tandem with other


   https://www.apa.org/ptsd-guideline/ patients-and-families/cognitive-behavioral


 HarperCollins. Gray, C. (2000). The new Social Story book (Illustrated ed.). Future Horizons. Gray, C. (2015a).    


https://


carolgraysocialstories.com/wp-content/uploads/2015/09/Social- Stories-10.0-10.2-Comparison-Chart.pdf


Gray, C. (2015b). The new Social Story book, revised and expanded! (15th Anniversary ed.). Future Horizons. Kaduson, H. G., Cangelosi, D., & Schaefer, C. E.


Martinelli, K. (2019). How to help anxious kids in social situations: tips for helping reluctant children join in play and group activities. https:// childmind.org/article/how-to-help-anxious-kids-in-social-situations


Maryland State Department of Education. (2011). Social stories for  https://olms.cte.jhu.edu/olms2/3864


Perry, J., Hooper, V., & Masiongale, J. (2012). Reduction of preoperative anxiety in pediatric surgery patients using age-appropriate teaching interventions. Journal of PeriAnesthesia Nursing, 27(2), 69-81. https:// doi.org/10.1016/j.jopan.2012.01.003


PBIS World. (n.d.).   https://www.pbisworld.com/tier-2/ social-stories/


Reynhout, G., & Carter, M. (2006). Social Stories for children with disabilities. Journal of Autism and Developmental Disorders, 36(4), 445- 469. https://doi.org/10.1007/s10803-006-0086-1


Robb, A. (n.d.) Social Stories about anxiety  com. https://study.com/academy/lesson/social-stories-about-anxiety. html


therapeutic


interventions in play therapy using a prescriptive approach (e.g.,    needs. Although Gray’s wide array of available Social Stories proffer  The generalization of Social Stories to populations outside of the ASD     disabilities other than autism or Asperger’s is yet to be substantially      interventions are the standard of care, and Social Stories beckon to      then, authors will continue to push the boundaries of Gray’s intent       exposure, guidance, rehearsal, and support to individuals needing a plan for managing social and behavioral challenges.


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24 | PLAYTHERAPY | June 2020 | www.a4pt.org


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ABOUT THE AUTHOR


Laurie Zelinger, PhD, ABPP, RPT-S, has 45 years’ experience. Having retired from public schools, she works full time with children in private practice and writes children’s books. Dr. Zelinger has held elected positions in state and national professional organizations and is a frequent contributor to the media. DrZelinger@gmail.com


(Eds.). (2020).


       Guilford Press.


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