Social scenario
The social scenario is a tool of intervention developed in order to help the people having an invading disorder of the development to “reading” various social situations.
The social scenarios are generally used near autistic pupils or those presenting a Trouble invading of the development (TED). The central characteristic of the autism (or the TED) being the difficulty of the pupil of adapting and of including/understanding its social environment. The social history is written by a family member, a teacher or any other professional who know the child well
The objective of the social scenario is to illustrate a social situation in a precise way in order to improve social comprehension of the pupil or his skill to interact socially. It aims thus the adaptation of the pupil (Gray and Garand, 1993). According to Gray and Garand (1993), the social scenario is a short history describing a social situation in a detailed way and representative what is wished or awaited pupil in this typical location. The social scenario can be written and illustrated using drawings, of images or photographs. It can also be filmed to meet the need for the pupil. It is used in order to present to the pupil an awaited behavior, to improve its comprehension of a social situation, to explain a new payment or a change of routine.
According to Gray (1994), the social scenario must respect certain criteria to maximize its effectiveness. The sentences constituting the social scenario must be short and written with the first nobody of the singular. The social scenario must also include three types of sentences, that is to say descriptive, which illustrate a situation in a clear way, directives, which present what is awaited subject and finally projective, which describes the potential reactions of the people implied in the described social situation. The social situations described in a social scenario should not be too complex, must be specific (e.g.: to say hello when I meet people whom I know), targeted (e.g.: problematic social difficulties, behaviors) and to adapt to the level of comprehension of the implied pupil. Moreover, to have a certain range, the social scenario must be read systematically by the pupil and must remain accessible to this last where necessary. When the newborn does not control the reading, the social scenario can be read by a speaker. It can also be modified with the needs for the pupil as the situation develops. The social scenario must moreover be blurred so that the targeted behaviors are controlled in an autonomous way by the child.
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