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Steps to Stories

A unique workbook program to build story comprehension in children with autism spectrum disorders by:

Dr. Marion Blank & Dr. Laura Berlin
Internationally Renowned Authors of the
Preschool Language Assessment Instrument (PLAI)

For children with autism, even those with relatively high levels of language ability, difficulties in story comprehension often persist—holding up a child’s progress both academically and in social exchange.

Now through the totally new approach offered in Steps to Stories, these problems can be overcome.

Content:

20 attractive, full color picture stories that a child can understand, retain, & retell (the stories advance in carefully sequenced steps)

the language accompanying the pictures is adapted to the individual needs of the child

Module I for children who speak-- or write-- in 3 to 5 word sentences
Module II for children who display more advanced language

Stories span two levels of complexity, enabling a child to gain smooth, rapid increases in both language and comprehension skills.

A user-friendly program guide detailing the ways to present the stories and how to deal with any errors or difficulties that may occur

A simple, effective brief assessment to determine the module that best suits a child’s language skills,

Detailed, easy-to-follow lesson plans

Record forms to keep track of child’s progress

Module I

Here is a boy.
He is on a pony.
He wants to get down.
But he is little.
He cannot reach the ground.
The man is looking.

Module II

This boy has been riding a pony.
He is finished riding and is trying to get off.
But he has a problem doing that.
He is little and his legs do not reach the ground.
The man is watching the boy.
He understands what the boy wants to do

Click here to view sample pages from Steps to Stories

FAQs

Is my child ready for the program?

If your child can understand and use sentences of 4 to 5 words, then (s)he is ready to begin Steps to Stories at Module I. Sentences of the type we are talking about are: There is a lady. She has a dog. They are walking. Your child does not have to produce sentences like these spontaneously. If he or she can imitate them, then the program is likely to be of major benefit.

My child speaks quite well. Is s/he beyond the level of the program?

If your child has difficulty in understanding and reporting what s/he reads or has read to him/her, then the program is likely to be productive and lead to major gains in language and communication.

How is Module II different from Module I?

As the sample page illustrates, the sentences in Module II are longer and more complex than those in Module I. They allow children who already have relatively rich skills to apply these skills so as to comprehend the language of books.

My child reads and writes more smoothly than s/he speaks. Can I use the program with him/her?

Yes, you can! The entire program can be carried out by having your child write his/her responses--either via handwriting or the computer. Directions in the program guide tell you exactly what to do.

What are the results I can expect to see?

As a child advances in the program, over a period of two to three months, you will see that he or she

gets the "main idea"
relates events of the day in school
understands events that others relate
follows classroom discussion

To Purchase:

Purchase includes license for personal use (one child) only. For multiple children, please purchase multiple licenses (contact us for volume discounts).

About the authors:

Dr. Marion Blank is a world-renowned literacy and language expert on the faculty of Columbia University where she created and directed the Light on Learning Program. She has lectured extensively around the world, authored dozens of peer-reviewed articles and books and developed numerous award winning teaching programs (including the ground-breaking reading education site, ReadingKingdom.com). She is a recipient of the Upton Sinclair Award which honors individuals who have made a significant contribution to education.

Dr. Laura Berlin is a psychologist specializing in the development of language and learning. She has collaborated with Dr. Blank on a number of key projects including the Preschool Language Assessment Instrument (PLAI and PLAI-2), a widely-used test that assesses the verbal communication skills of preschool age children. She has served on a wide range of committees aimed at improving educational and health services in Connecticut where she currently resides.