When you’re able to make a tool to improve accessibility for one person or group, so many others benefit as well. All of this work is meant to be collaborative […] and that has been such a beautiful thing in this community.

— Dr. Mojdeh Mostafavi (Webinar: Healthcare Equity and Access Concerns in Autism)

Physician assistant helping a young girl with her mother sitting by.

What are social stories?

Carol Gray developed social stories as they are known today with the aim of addressing “shared social challenges and [fostering] mutual understanding.” Social stories are personalized narratives used to help navigate social situations and learn new skills. They describe a personally relevant topic (e.g., context, skill, achievement, or concept) in a meaningful and safe way for the audience. Social stories simplify goals, tasks, events, and behaviors into easily learned and generalized steps. By combining supportive visual and written cues, they facilitate understanding around lived experiences and, as such, serve as a versatile tool for promoting healthcare equity and access.

It’s important to note that social stories benefit the entire care network. For the audience, they offer predictability and clarity in navigating complex situations and for providers they offer a tool to build understanding and reduce anxiety. Social stories champion collaboration and compassion, allowing a deeper sense of community understanding and more effective supports. Families and practitioners often use social stories to help:

  • Prepare for unfamiliar events or situations
  • Explain social scenarios and the expected behaviors
  • Teach routines
  • Navigate life changes and task transitions
  • Divide target skills and behaviors into easy, manageable steps

Social story structure

Compelling social stories employ descriptive, perspective, instructive/coaching, and affirmative sentences written in the first or third person. For example, “Sara went to the store” or “I feel happy with my friends.” Never “You go to the store.” By avoiding the second person (“you”), the stories maintain a supportive “coaching” tone that guides instead of directs. Effective social stories also include a visual representation of the event or situation. They can be symbols, photos, or any other depiction that fits the person’s needs and interests. Most social stories include more descriptive than instructive phrases. For example: 

Descriptive: I go to eat dinner with my family in a restaurant. Sometimes, I get upset in restaurants because they are crowded and noisy.

Instructive/Coaching: When I feel upset in the restaurant, I can put on my headphones and listen to something. 

Affirmative: Staying calm and relaxed in the restaurant is good for my family and me.

Including the intended audience in social story creation ensures the final product is personal, meaningful, and valuable. It’s critical to review and revise the stories as they are used to ensure they remain practical and applicable to a person’s life. 

Free social stories and templates for common experiences like making friends and washing hands are available online from organizations like Autism Speaks, Social Workers Toolbox, Watson Institute, Autism Little Learners, and many more. However, finding social stories that are personalized to one’s needs and skills can be difficult, and creating social stories at home can be very time-consuming. 

Creating Social Stories with AI

Many AI tools can help you create your own social stories. Generative AI platforms like ChatGPT, Gemini, Copilot, and Claude (to name a few) can create structured, personalized story text and images when given the right prompt. AI prompts should focus on a specific response outcome with clear expectations for the best results. The primary objective is to guide the generative AI toward a desired response with minimal ambiguity. Prompts should give context and precise details about the story’s function and audience. Social story outlines should answer the following questions:

  • Who: The story is about Jimmy
  • What: We explain what an EEG is
  • When: This information is about health exams
  • Where: We talk specifically about the doctor’s office and EEG procedures
  • Why: We explain why we need to take this test and what it means for their health
  • How: We explain how the machines work, what data they collect, and how it will help the doctors know what to do. We also clarify that the experience will probably be uncomfortable and review plans to mitigate discomfort

Example Prompt 1 – Task Transitions 

Entered into Gemini

Create a structured social story about transitioning between activities. Only use first and third person (“I” and “we” – do not use “you”). Ensure that most sentences are descriptive and supportive, with a few directive phrases to demonstrate expected behaviors. The story is for my 7-year-old son and should explain that sometimes we have to stop something fun and switch to something new and that it’s okay to feel unsure or wish we had more time. Include strategies like using a visual schedule, setting a timer, or having a phrase to say during transitions. Reinforce that transitions happen every day, and using these strategies can make them easier. The setting is Saturday morning at home, and the tone should be encouraging.

It is Saturday morning, and we have been having a wonderful time playing with LEGOs. Building towers and spaceships is so much fun! Sometimes, even when I am enjoying an activity a lot, it is time for us to stop and do something different. This change from one activity to another is called a transition.

When it is time for a transition, like when we need to put away the LEGOs and get ready to go to the park, I might feel a little sad that playtime is ending. It is okay for me to feel this way. It’s natural to wish we had more time to keep doing something we love.

To help make transitions smoother, we have some helpful strategies we can use. One strategy is our visual schedule. This shows us pictures of what we will be doing throughout the morning. Looking at the schedule helps me know what to expect next, even when it’s time to stop playing LEGOs. I can see that after LEGO time, it will be park time, which is also fun!

Another strategy we can use is a timer. We can set the timer for five more minutes of LEGO building. When the timer makes its sound, it tells us that LEGO time is almost over, and park time will begin soon. Knowing when the transition is coming helps me get ready for the change. When the timer rings, it is time for us to start putting the LEGOs away.

We also have a special phrase we can say when it’s time to transition. We can say, “LEGOs away, park today!” Saying this phrase helps me understand that one activity is ending, and another fun activity is beginning.

Transitions happen many times each day. We transition from sleeping to waking up, from eating breakfast to playing, and from playing to reading books. Everyone experiences transitions, even grown-ups!

Using our strategies, like checking the visual schedule, using the timer, and saying our special phrase, can make these transitions feel easier. It’s like having a plan that helps us move from one part of our day to the next.

It is okay if transitions sometimes feel a little challenging. We can always use our strategies, and with practice, they will become easier and easier. I am learning how to handle transitions well, and we are working on this together. Soon, we will be having lots of fun at the park!

Example Prompt 2 – Doctor’s Visit

Entered into Copilot

Create a structured social story about visiting the doctor’s office for a check-up. Only use first and third person (“I” and “we” – do not use “you”). Ensure that most sentences are descriptive and supportive, with a few directive phrases to demonstrate expected behaviors. The story is for my 7-year-old patient and should explain what to expect when visiting, including the bright medical rooms, loud machinery, regular medical check-up procedures, and the importance of telling the doctor how they feel. Reinforce that everyone goes to the doctor, and using personalized strategies to make it easier for them is great! The setting is a pediatric doctor’s office, and the tone should be supportive and encouraging.

Going to the Doctor: A Social Story

Today is a check-up day at the doctor’s office. Everyone goes to the doctor, even parents, teachers, and friends. It helps keep us strong and healthy.

When I walk into the office, the waiting room might have colorful chairs and toys. Sometimes other kids and families are waiting too. We all wait patiently until it is our turn.

When it’s time for my check-up, we go into a bright medical room. The walls might have fun pictures, and there are special tools the doctor uses to help check how I’m growing. Some of the machines may beep or make loud sounds. That’s okay—these tools help the doctor do their job.

The doctor or nurse might ask questions. It is important to tell them how I feel. If something hurts or feels different, I can say so. Talking to the doctor helps them know how to help me feel my best.

During the check-up, the doctor may listen to my heartbeat, check my height, and look inside my ears. Sometimes, I might need a small test, like a shot or a blood pressure check. If something makes me nervous, I can use a strategy that helps me feel calm. Some kids take deep breaths, hold a parent’s hand, or bring a favorite toy.

After the check-up, we talk about how to stay healthy. The doctor might share helpful tips, like drinking water, eating good foods, or getting plenty of rest. Then, it is time to go home, knowing that my body is being taken care of.

Going to the doctor is an important part of staying healthy. Everyone does it, and I can use my own special ways to make it a good experience!

Example Prompt 3 – Restaurant Outing

Entered into Claude

Create a structured social story about eating dinner in a restaurant. Only use first and third person (“I” and “we” – do not use “you”). Ensure that most sentences are descriptive and supportive, with a few directive phrases to demonstrate expected behaviors. The story is for my 7-year-old son and should explain what to expect, including how to sit at a table and order from the waiter and what the environment may look like with loud noises, crowded rooms, and many food options. Include calming and regulation strategies, such as taking deep breaths, bringing headphones for noise, letting a parent know how they feel, and asking for help with decisions. Reinforce that everyone has different ways of making restaurant experiences easier and that using the best strategies is okay and important. The setting is an Italian restaurant, and the tone should be supportive.

Going to an Italian Restaurant – A Social Story

Getting Ready to Go

I am going to eat dinner at an Italian restaurant with my family. Italian restaurants serve foods like pizza, pasta, and breadsticks. Sometimes these restaurants can be busy places with many people talking and eating together.

Before we leave home, I can think about what might help me feel comfortable at the restaurant. Some people bring special headphones to make loud sounds quieter. Some people bring a small toy or book to help them wait. I can ask my parent what I might want to bring with me.

Arriving at the Restaurant

When we arrive at the restaurant, there might be other families waiting to be seated. The restaurant might smell like garlic, cheese, and tomato sauce. These are normal smells at Italian restaurants.

We will wait for someone called a host or hostess to show us to our table. Sometimes we need to wait a few minutes. While we wait, I can stay close to my family and look around at the restaurant decorations.

Sitting at Our Table

The host will take us to our table. Italian restaurants often have dim lighting and may play music. Sometimes the music and talking from other tables can sound loud. This is normal in restaurants.

I will sit in my chair and put my napkin on my lap. My feet can touch the floor or rest on the chair. I can sit in the way that feels most comfortable for me.

If the restaurant feels too loud, I can put on my headphones or ask to sit in a quieter spot. I can tell my parent how I’m feeling by using words like “loud,” “crowded,” or “okay.”

Looking at the Menu

Our waiter will bring us menus. Italian restaurant menus often have many choices. There might be different types of pasta, pizza, chicken, and other foods. Sometimes there are pictures to help me see what the food looks like.

I can take my time looking at the menu. If I feel overwhelmed by too many choices, I can ask my parent to help me find two or three options that sound good. Then I can choose from those.

Some Italian restaurants have kids’ menus with simpler choices. This can make deciding easier.

Ordering Our Food

When the waiter comes to our table, they will ask what we would like to eat and drink. The waiter is there to help us and wants us to enjoy our meal.

I can tell the waiter what I would like, or my parent can help me order. It’s okay to ask questions about the food, like “Does this have cheese?” or “Is this spicy?”

If I need more time to decide, I can say “I need a few more minutes, please.” Taking time to make a good choice is perfectly fine.

Waiting for Our Food

After we order, we will wait for our food to be cooked. Sometimes this takes 15-20 minutes. While we wait, I can talk with my family, color if I brought something, or look around the restaurant.

If waiting feels hard, I can take slow, deep breaths. I can breathe in slowly through my nose and out through my mouth. This helps my body feel calmer.

When Our Food Arrives

The waiter will bring our food to the table. Italian food is often served on big plates and might look different than I expected. This is normal.

I can try my food slowly. If something doesn’t taste the way I thought it would, that’s okay. I can eat what I like and let my parent know if I need something different.

Most Italian restaurants serve bread or breadsticks while we eat. I can enjoy these if I want to.

During Our Meal

While we eat, the restaurant might stay busy with people coming and going. I might hear dishes clinking, people talking, and kitchen sounds. These are all normal restaurant sounds.

If I start to feel overwhelmed by the noise or activity, I can use my strategies. I can put on headphones, take deep breaths, or tell my parent that I need a quiet moment.

Every person has different ways of feeling comfortable in busy places. Using the strategies that work best for me is important and okay.

Finishing Our Meal

When we are done eating, our waiter will ask if we want dessert or if we need anything else. I can choose to have dessert or say “No thank you.”

My parent will pay for our meal while I stay seated at the table. Sometimes this takes a few minutes.

Leaving the Restaurant

When it’s time to go, we will walk out together. I might feel proud that I tried a new experience and used my helpful strategies.

Going to restaurants takes practice, and each time can feel a little easier. I did a great job trying new things and taking care of myself during our restaurant visit.

Remember

  • Every person has different needs in busy places like restaurants
  • Using headphones, taking deep breaths, and asking for help are all good strategies
  • It’s okay to take time making decisions about food
  • Telling my parent how I feel helps them support me
  • Restaurants can be loud and busy, and that’s normal
  • I can feel proud of myself for trying new experiences

AI safety and editing

Each generative AI platform provides its output type, as demonstrated by the different response structures from Gemini, Copilot, and Claude above. Most do not have guidelines for protecting sensitive data, so it is essential to avoid using real names or real medical histories and other private details. Use general descriptions when you engage with generative AI tools and personalize the story afterward.  The creators and audience should revise AI social story texts to add personal details and ensure they are relatable and compelling. Generative AI provides a fantastic place to start but is not a one-step solution. Some generative AI tools also create images, though photos and symbols from a person’s real life may be easier to relate with. You can make simple social story images with free tools like Storyboard That.

AI tools specific to storyboard creation are also available for free. Because these tools were built to create social stories, prompt inputs can focus less on output structure, lending more to story details and quick turnarounds. Required inputs vary across platforms, but they each provide a solid base for at-home or in-office social story creation:

Autism, AI, and social stories

Social stories offer a wonderful and adaptable way to support people with autism and those who care for them. These highly modifiable stories can help prepare for new experiences or gently guide learning new skills and behaviors one manageable step at a time. It’s heartening to see how artificial intelligence is now helping to create social stories, making this valuable tool even more readily available to the wider autism community. Families and practitioners consistently note how impactful social stories are and the wealth of knowledge they foster when shared.

Learn more about the importance and impact of social stories from Dr. Mojdeh Mostafavi as she describes how her team at Mass General created a free endoscopy social story and recommendations for GI specialists working with autistic patients.

Minute 38:00 – 50:00 (48:00 QR code to further resources)