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Autism & PDD Picture Stories & Language Activities Social Skills 5-Program Set
Ages: 3-8   Grades: PreK-3         

Loveable Matt and Molly stories make social skills "stick" with familiar characters, predictable routines, and concrete behaviors.  Students learn the right and wrong ways to act at school, at home, with relatives, with other children, and in the community. 

Outcomes

  • Improve social skills
  • Process verbal information through matching sentences and pictures
  • Answer yes/no and wh- questions
  • Sequence and predict events in a story
Book
#37600
$159.75
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This best-selling, five-book program teaches social behaviors and social language with a structured lesson format that reduces student anxiety and promotes learning.  Fun, interactive lessons target skills in sequencing, predicting, question-answering, and processing verbal information.  

There are five programs in the set: Community, Family, Friends, Home, and School.  Each program includes eight stories (a total of 40 stories) with:

  • four full-color, 8 1/2" x 11" pictures to tell each story (32 story sequence pictures for each program).
  • four large-print sentence strips per story that students match to the correct illustrations (32 sentence strips for each program).
  • question flash cards and wrong/right cards for students to learn ways to act in social situations.
  • a teacher manual with complete lesson plans and teaching techniques designed to engage students in learning.  The manual includes
    - ready-to-use lists of yes/no, wh-, and how questions for each story
    - teaching suggestions
    - a pocket-size version of each story
    - a list of easy-to-find props for role-playing each story sequence
    - a progress chart

Each lesson follows the same two-day routine and can be used with one student, a small group, or an entire class.  Matt and Molly are the main characters of every story, so students begin to consider them good friends as they progress through each lesson. 

Day one routine is:

  • sing the Matt and Molly theme song
  • introduce the story
  • describe the picture cards and introduce the vocabulary/concepts
  • predicting activity
  • story review activity
  • differentiate right and wrong behavior
  • what's missing activity
  • match printed sentences to the corresponding picture
  • yes/no questions activity
  • wh- and how questions activity
  • preparing to act out the story activity

Day two routine is:

  • sing the Matt and Molly theme song
  • story review activity
  • act out the story
  • anticipate the next story activity
  • homework sheet with pocket-size version of the story

The programs may be purchased as a 5-program set or individually.  The 5-program set consists of:

Autism & PDD Picture Stories & Language Activities Social Skills in the Community
Learn appropriate behaviors for the doctor's office, barber, mall, grocery store, bank, movies, dentist, and a restaurant.

Autism & PDD Picture Stories & Language Activities Social Skills with Family
Use appropriate manners in situations like accepting gifts, eating unfamiliar foods, hugs from relatives, playing games, and more.

Autism & PDD Picture Stories & Language Activities Social Skills with Friends
Learn how to make socially acceptable greetings and responses and maintain friendships.

Autism & PDD Picture Stories & Language Activities Social Skills at Home
Improve social language and social behavior at home in the areas of hand-washing, bedtime routine, grooming, watching TV, playing with a pet, and more.

Autism & PDD Picture Stories & Language Activities Social Skills at School
Learn the right and wrong ways to act in school situations such as riding the bus, art activities, lining up, lunchroom routine, bathroom routine, and more. Download a free unit, Molly Goes to the Bathroom, here.

 

Copyright ©  2008

Components
5-Program Set: each program 28-page lesson plan book; 32 8½" x 11" story cards; 10 perforated sheets with large print sentences, question flash cards, and wrong/right cards; progress monitoring chart; vinyl folder

I had a four-year-old boy in therapy who wanted nothing to do with the bathroom.  I did the Matt and Molly bathroom story with him.  Then I walked him to the bathroom, using the same verbal cues as those in the Matt and Molly story.  The little guy used the bathroom just like Matt did in the story!  Needless to say, his parents were ecstatic!

Patricia Snair Koski, Author

 

I used these stories with many of the children on my caseload.  Initially most of them were unable to match up sentences to the correct picture even after the skill was demonstrated by the SLP.  However, with repetition over 2-3 sessions, even my nonverbal students could accurately match them up.  I made up separate sentence strips that said "Oh, no, that's wrong!" and "Yes, that's right!"  Students also demonstrated the ability to match these up to the correct pictures after 2-3 days of repetition.  My verbal students consistently would use the sentences when retelling the story even when the written prompt wasn't present.

 

My biggest success story came a few weeks after we had finished working on Matt's Nose is Dripping.  One of my students wiped his nose on his sleeve, looked right at me and said, "Oh no, that's wrong!"  Then he stood up and got himself a tissue.

Lorraine Lodge, SLP
Timonium, MD

 

Within one session using this tool, my student better understood how to interact appropriately using good language skills.  In fact, he wanted to do more!  He is now better able to communicate with the same aged peers in a variety of educational settings.  I like the simple language and pictures which makes it easier for students to follow along, sequence the activity, and respond to the questions.  Additionally, the homework pages are a great way for parents to carryover the taught skills at home.

Jennifer Wertz, SLP
Kingsville, MD

  • Stories about specific social situations help students with autism spectrum disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
  • Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
  • Students with ASD should receive instruction in functional, spontaneous communication; new skill acquisitions; generalization and maintenance in natural contexts; and functional academic skills when appropriate (NRC, 2001).
  • Visual supports have been used successfully to increase social communication and generalization to new activities in students with ASD (ASHA, 2006).

Autism & PDD Picture Stories & Language Activities Social Skills incorporates these principles and is also based on expert professional practice.

References

American Speech-Language-Hearing Association (ASHA). (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines]. Retrieved August 17, 2009, from www.asha.org/policy

Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.

Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.

National Research Council (NRC), Committee on Educational Interventions for Children with Autism. (2001). In C. Lord & J. McGee (Eds.), Educating children with autism. Washington, DC: National Academy Press.

Author(s)

Patricia Snair Koski

Biography

Patti Koski, M.S., CCC-SLP, is a speech-language pathologist in Baltimore, Maryland.  Through private therapy, Patti primarily works with children on the autism spectrum.  Her Matt and Molly stories have played an important part in her therapy sessions for the last 20 years.  When she is not working with her clients or writing new stories, Patti is busy raising four "socially appropriate" children.

Introduction

FINALLY Matt and Molly return with 40 NEW stories!

Their goal is to show your students the right and wrong ways to act in a variety of social settings.  With these new stories, your students will practice how to act at school, at home, with relatives, with other children, and in public places.  Leave it to Matt and Molly to make social learning fun and concrete!

Children diagnosed with autism spectrum disorder do not understand or like the "gray" areas of social interaction.  When these students role-play the wrong ways to act, in addition to the right ways, they can divide the pictures in their minds into "black" and "white" ("If I act this way, it's wrong. If I act this way, it's right.").

This book includes a homework sheet for home practice as well as a progress monitoring chart for your convenience.  In addition to social skills, your students will practice the following receptive and expressive language skills:

  • identify new vocabulary
  • use new vocabulary
  • process verbal information through matching sentences and pictures
  • answer yes/no questions
  • answer who, what, where, when, how, and why questions
  • categorize social behaviors into two groups: RIGHT vs. WRONG
  • take turns role-playing the actions in the stories
  • recall and retell the story through take-home activities

The routine and structure of this program, as well as its familiar characters, reduce students' anxiety.  Decreasing anxiety facilitates more compliant behavior, which increases the amount of learning time.  There are enough stories to improve your students' social and language skills each week of the school year!

This could be the school year that you just have too much fun!  What will the other teachers and therapists say?

Oh, well–Let them talk!  (Tee-hee!)

Patti Koski