Social Stories for Autism: How to Write and Use Them

Social stories for autism are short, personalized stories that explain a situation, skill, or idea in a calm, accurate, and positive way. Created by teacher Carol Gray in the early 1990s, they help autistic children know what to expect. Research suggests they can help, especially with reducing challenging behavior, but results vary between children.

What are social stories for autism?

A Social Story is a short story written for one person about a topic that matters to them. It might explain a haircut, a fire drill, a new sibling, or why the playground is closed. According to Carol Gray’s criteria, a Social Story accurately describes a personally relevant topic, such as a context, skill, achievement, or concept, and must be physically, socially, and emotionally safe for the child [1].

The goal is not to make a child “behave.” It is to share clear information in a way the child can understand. Gray describes the philosophy behind this as “social humility”: every person’s experience and point of view is valid [1].

“Social Story” is Carol Gray’s trademark. Similar tools are also called social scripts, social narratives, or story-based interventions [2].

The Social Stories 10.3 criteria in plain English

Carol Gray’s current version is called Social Stories 10.3 (2021). It has ten criteria [1]. Here is what they mean for parents:

1. One goal. Share accurate information in a respectful, meaningful way.
2. Two-step discovery. First learn about your child and the situation. Then pick the topic and the most important information. Sometimes the answer is not a story at all.
3. A title, two sentence types, three parts. The story has a title, an introduction, a body, and a conclusion that sums it up. It uses descriptive sentences (facts, free of judgment) and may use coaching sentences (gentle guidance).
4. Make it fit. Match the format to your child’s abilities, attention span, learning style, and interests.
5. Voice and vocabulary. Write in first person (“I”) or third person (“Sam”), never second person (“you”). Keep a positive, patient tone. Use literally accurate words. For example, “usually” is safer than “always.”
6. Answer the questions. Cover where, when, who, what, how, and why, as needed.
7. Celebrate. At least half of the stories you write for your child should praise something they already do well.
8. The formula. Describe more than you direct. Descriptive sentences should appear at least three times as often as coaching sentences, with no more than one sentence that coaches the child per story.
9. Refine. Review and revise the story until it meets all ten criteria.
10. Implementation. Plan how to introduce the story, review it, and track how it is going.

The full criteria are free to read on Carol Gray’s website [1].

How to write social stories for autism, step by step

1. Watch and gather information. Notice what is hard for your child. Where does it happen, and what might they be confused or worried about?
2. Choose one topic. Pick a single situation, such as “getting a haircut,” not “being good when we go out.”
3. Write a clear title. Make it a short statement or question, such as “What Happens at a Haircut.”
4. Write an introduction, body, and conclusion. Introduce the topic, explain the details, and end with a calm summary.
5. Use mostly descriptive sentences. Describe what happens, who is there, and why. Add at most one gentle coaching sentence for your child.
6. Use “I” or your child’s name. Avoid “you” and avoid words like “must” or “always.”
7. Add pictures. Use photos of the real place and people if you can. One sentence per page works well for young children.
8. Check and revise. Read it aloud. Is every sentence true, kind, and clear?

A short example

What Happens at a Haircut

Sometimes my hair gets long. When my hair is long, Mom takes me to get a haircut.

The barber is named Leo. Leo cuts hair at his shop on Main Street. I sit in a big chair. Sometimes the chair goes up and down.

Leo puts a cape around me. The cape keeps little bits of hair off my clothes. The clippers make a buzzing sound. Some kids think the buzz tickles.

I can hold my favorite car while Leo cuts my hair. Mom stays close by.

When the haircut is done, Leo brushes the hair off my neck. My hair is shorter and neat. Then we go home.

This example has one coaching sentence (“I can hold my favorite car”) and many descriptive sentences. It uses first person, gives reasons (why the cape is used), uses “sometimes” instead of promises, and ends with a calm conclusion. This is our own example for illustration, not an official Carol Gray story.

How to use social stories for autism at home

How you share a story can matter as much as how you write it. A meta-analysis of Social Story studies found that stories seemed to work better when [4]:

• They focused on one behavior or situation, not a long chain of skills.
• They were read shortly before the situation they describe.
• Adults checked that the child understood the story.
• Familiar people, such as teachers, peers, or the child, delivered them.
• They were used for a short period, often 1 to 10 sessions.

Some practical tips:

• Introduce it at a calm time. Never use a story as a punishment or in the middle of a meltdown.
• Read together. Sit side by side. Let your child turn the pages or hold the book.
• Check understanding. Ask simple questions, or let your child point to pictures. A child who uses AAC can answer with their device.
• Combine with other visual supports. A visual schedule shows the steps in order, while the story explains them.
• Write a praise story. Gray’s criteria ask that at least half of stories celebrate what your child does well [1]. For example, “I am good at feeding our cat.”

Our printables and visual tools pages include picture cards you can use to illustrate your own stories.

Do social stories for autism work? What the research says

Social stories for autism are popular with parents and teachers, and they are cheap and easy to try [2]. The research is encouraging but mixed.

Recognized as an evidence-based practice

The National Clearinghouse on Autism Evidence and Practice (NCAEP) reviewed research from 1990 to 2017 and listed “social narratives” as one of 28 evidence-based practices for autistic children and young people, based on 21 studies [3]. Raising Children Network, an Australian government-funded parenting site, rates social stories as “promising,” meaning research shows some positive effects but more is needed [2].

Mixed results in reviews

• A 2010 meta-analysis of 18 single-case studies called the overall effectiveness “questionable,” but found stories more effective for reducing challenging behavior than for teaching new social skills [4].
• A 2011 meta-analysis of 28 studies found that, overall, Social Stories were generally not effective at producing significant behavior change, with very wide variation between studies [5].
• A 2018 systematic review of 22 single-case studies found stories effective for reducing inappropriate behavior, but results were mixed for increasing social skills and communication. Effectiveness ranged widely between children [6].
• A 2019 review of 23 studies also found social stories effective for reducing inappropriate social behaviors, and suggested combining them with prompts or technology [7].

Overall, the research suggests that social stories for autism help some children with some goals, especially behavior around specific situations. They are not a complete therapy on their own.

Limitations of social stories for autism

• Mostly small studies. Most research uses single-case designs with a few children each. A UK review found no adequate randomized controlled trials, and that many studies did not clearly follow Gray’s criteria [9].
• Comprehension matters. Stories may be less effective for children with low comprehension skills [2]. Few children with significant language or cognitive delays were included in early studies [4].
• Lasting change is less clear. Reviews have identified maintenance and generalization, meaning whether gains last and carry over to new settings, as key questions for research [8].
• Better trials are coming. A UK feasibility study with 50 children in mainstream schools showed a full randomized trial is possible [9].

When to talk to a professional

Social stories for autism work best as one part of a wider support plan. Talk to your child’s speech-language pathologist, occupational therapist, or teacher if your child often becomes very distressed in certain situations, or if a story does not seem to help after a few weeks. They can help you work out what is behind the difficulty, adapt stories for your child’s language level, and combine them with other supports. Sudden changes in behavior can also have medical causes, such as pain or illness, so check with your child’s doctor too. See our guide to speech therapy for autism.

Frequently asked questions

At what age can a child use social stories?

Carol Gray’s criteria describe Social Stories for children, teens, and adults. What matters more than age is whether your child can follow the story. For younger children or those still building language, use very short stories with one idea per page and a photo or picture for each sentence. Check that your child understands, and adjust the story if they do not.

How often should we read a social story?

Many families read a new story daily at first, then less often as the situation becomes familiar. One meta-analysis found stories worked better when read shortly before the situation they describe. Read it at a calm time, keep it positive, and stop if your child is upset. You can bring the story out again before a repeat event.

Do social stories work for nonspeaking children?

They can, if your child understands the story. Reviews have noted that most studies included children with fairly good language, and that social stories may be less effective for children with low comprehension. Using photos, fewer words, and your child’s AAC can help. Ask your speech-language pathologist how to adapt stories for your child.

Is a social story the same as a visual schedule?

No. A visual schedule shows the steps of a routine in order, usually with pictures. A social story explains a situation: what happens, who is there, and why, in calm sentences. They work well together. A schedule can show the order of a doctor visit, while a social story explains what the doctor will do and why.

References

1. Gray C, with Timmins S, Faherty C. Social Stories 10.3 Criteria. Carol Gray Social Stories; 2021. Link
2. Raising Children Network (Australia). Social stories. Therapies guide. Last updated March 2026. Link
3. Steinbrenner JR, Hume K, Odom SL, Morin KL, Nowell SW, Tomaszewski B, Szendrey S, McIntyre NS, Yücesoy-Özkan Ş, Savage MN. Evidence-Based Practices for Children, Youth, and Young Adults with Autism. University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team; 2020. Link
4. Kokina A, Kern L. Social Story interventions for students with autism spectrum disorders: a meta-analysis. J Autism Dev Disord. 2010;40(7):812-826. Link
5. Test DW, Richter S, et al. A comprehensive review and meta-analysis of the Social Stories literature. Focus Autism Other Dev Disabl. 2011;26(1):49-62. Link
6. Qi CH, Barton EE, et al. A systematic review of effects of social stories interventions for individuals with autism spectrum disorder. Focus Autism Other Dev Disabl. 2018;33(1):25-34. Link
7. Aldabas R. Effectiveness of social stories for children with autism: a comprehensive review. Technol Disabil. 2019;31(1-2):1-13. doi:10.3233/TAD-180218 Link
8. Camilleri L, Maras K, Brosnan M. Autism spectrum disorder and Social Story research: a scoping study of published, peer-reviewed literature reviews. Rev J Autism Dev Disord. 2022;9(1):21-38. doi:10.1007/s40489-020-00235-6 Link
9. Wright B, Marshall D, Adamson J, Ainsworth H, Ali S, Allgar V, Collingridge MD, Cook E, Dempster P, Hackney L, McMillan D, Trepél D, Williams C. Social Stories to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components. Health Technol Assess. 2016;20(6):1-258. doi:10.3310/hta20060 Link

Professional review: this guide is waiting for review by a qualified clinician. It was written and checked against the published sources listed above. How we check our guides.

This guide is general education, not medical advice. Always talk to your child’s doctor or care team. Last checked: October 2026.