What are Social Stories and How Do They Support Autistic Learners?
- Aug 5
- 2 min read
Updated: Aug 10
Everyday experiences involve expectations that many learn implicitly through observation and experience. Asking for help, visiting the doctor, or managing frustration all require an understanding of what is happening and how to respond in order to safely and effectively get what one needs.
For many autistic learners, these expectations are not always obvious. Providing explicit information about everyday situations can support autistic learners understand and navigate their social environment. One approach to support social understanding is through the use of social stories.
The term "social story" was coined by Carol Gray in 1990 and broadly refers to a short story designed to support understanding of social situations. The original Social Stories™ focus on describing a social situation, including the perspectives of those involved, and possible responses within the context. By making implicit social information more explicit, social stories aim to support understanding and reduce uncertainty around everyday experiences.
Example of a Social Story™ :
There are many ways to greet someone. When I see someone I know, especially if I am seeing that person for the first time that day, it’s friendly to say “hello.” They may say “hello,” too. They may stop to talk with me. Sometimes people shake hands to say “hello.” Usually it is adults who shake hands to say “hello.” For example, an adult may try to shake my hand if he or she is meeting me for the first time. This will happen more and more as I get older. — Carol Gray, The New Social Story™ Book, 2015, p.145
Not all social stories are the same.
ABA-based† social stories emphasise behavioural instruction and the use of real photographs to support comprehension. Our Cognitive Framing Stories™ (CoFS) were developed from this behavioural approach.
CoFS™ use concise, direct language to break information into small, teachable steps. Each page contains no more than one or two short sentences and a relevant photograph, supporting easy comprehension. Simple scripts provide learners with specific phrases to use in everyday situations, supporting communication.
Developed by a Certified Behaviour Analyst, CoFS combine explicit behavioural intervention with social understanding. To extend learning, activities are included in each booklet.
Example of our Cognitive Framing Story :
When I ask for what I want, sometimes I hear "no". Sometimes "no" means it's not safe. Hearing "no" is hard. That's okay. I stay calm and use my words. If I want it later, I ask "can I later?" and wait. — Mithila Govindaraj, CoFS™: "No" Is Okay, 2026, pp.1-7
A CoFS booklet is more than a social story; it is a behaviour support resource designed to be revisited repeatedly. CoFS make important skills clear, comprehensible and achievable, supporting children to build confidence and greater independence in everyday situations.
The CoFS Collection currently includes 10 titles addressing everyday situations across three key areas: Community Activities, Emotional Regulation, and Social Interaction.
More stories are in development!
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