Preparing to Visit the Library [3:04]

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About

While not every possible stressor can be identified, here are some library specific examples of struggles that might come up for this unique population of individuals who enjoy a predictable outcome.

Transcript

While not every possible stressor can be identified, here are some library specific examples of struggles that might come up for this unique population of individuals who enjoy a predictable outcome. Tapping into an individual's interest is an effective strategy to increase motivation for learning and people of all ages and abilities.

A hallmark feature of autism is an intense interest in a highly specific topic or topics which makes the library an ideal place for unearthing information and enriching literacy development. Individuals may experience stress when they locate a book or a piece of media in the catalogue that is currently unavailable.

It could be important to have a list of procedures that can be followed to obtain the item through interlibrary loan, along with a very concrete timeframe for obtaining the item. If the individual can access materials at home via the online catalogue before coming into the library, here she can come prepared with a list of materials that are available that very day for take home.

In another example, a person who has a favorite place to sit that is suddenly occupied or a favorite computer that is being used by someone else could really benefit from a plan of action that entails a visual such as a map made in advance of various other places to sit to decrease the stress of an unanticipated outcome.

A social story about unexpected outcomes could also be helpful. Social stories were first developed by Carol Gray in 1991 and they're used to break a challenging social situation into small steps. Social stories are written using reassuring language and visual supports. And they have been shown to be very effective in helping individuals with ASD understand expectations or routines.

Social stories help an individual with ASD understand the entirety of a situation. It includes answers to questions such as who, what, when, where, and why in social situations through the use of visuals and written text. Social stories are used to teach particular social skills such as identifying important cues in a given situation, taking another's point of view, understanding roles and routines and understanding upcoming events or abstract concepts.

Social stories have simple sentences and photographs. They're easy to create, low cost and will not take much time. Boardmaker is one universally popular example of a software program used to create social stories. If Social stories are reviewed before every library visit the unexpected could become less stressful.

Activities

Create a Social Story

Context:

Routines and social situations in the library may be stressors for students with ASD. Visual cues and social stories may help decrease the stress of common library situations.

Instructions:

Do an online search for examples of social stories. One example of an introduction to the library can be found at http://www.positivelyautism.com/downloads/LibraryResourceKit.pdf. An example of a social story sampler is provided in the Resources.

Think of a routine or rule that might be a stressor for a student with ASD. Create a social story to explain that rule or routine using simple images and text appropriate to the age level of your students.

Resources:

Carol Gray, Social Stories, Social Story Sampler http://carolgraysocialstories.com/social-stories/social-story-sampler/

Entry ID: 2128757

Additional Resources

Annotated Bibliography.

About the Author

Nancy Everhart, PhD, is Professor, School of Information, at Florida State University. She earned a master's in educational media from the University of Central Florida and a doctorate in library science from Florida State University. Everhart is the primary investigator for the IMLS-funded Project PALS (Panhandle Autism Library Services), enabling librarians to better serve patrons on the autism spectrum. She is a past president of AASL, current co-chair of the National Board for Professional Teaching Standards revision committee, and in 2012 received the School Librarianship Award from the International Association of School Librarianship. Everhart is also the author of over 100 publications.

Select Citation Style:

MLA Citation

Everhart, Nancy. "Libraries & Autism. Preparing to Visit the Library [3:04]." School Library Connection, ABC-CLIO, April 2016, schoollibraryconnection.com/content/course/2009340?learningModuleId=2009336&topicCenterId=2247903.

Chicago Citation

Everhart, Nancy. "Libraries & Autism. Preparing to Visit the Library [3:04]." School Library Connection video. April 2016. https://schoollibraryconnection.com/content/course/2009340?learningModuleId=2009336&topicCenterId=2247903.

APA Citation

Everhart, N. (2016, April). Libraries & autism. Preparing to visit the library [3:04] [Video]. School Library Connection. https://schoollibraryconnection.com/content/course/2009340?learningModuleId=2009336&topicCenterId=2247903

https://schoollibraryconnection.com/content/course/2009340?learningModuleId=2009336&topicCenterId=2247903

Entry ID: 2009340