To explain figurative language in a social story, show both meanings side by side: the literal picture the words make, then what the phrase actually means, then a script the student can use when they are unsure. This is a topic special educators say they cannot find pre-made. One behavior specialist searching for a figurative-language story reported, "I've looked all over the internet and I'm struggling to explain this." In a 2024 community survey of 16 parents, SLPs, and OTs, 94% said one social story takes 30 or more minutes to build, and rare targets like this one are why the search so often comes up empty.
Why do autistic students take idioms literally?
Many autistic students process language precisely, so "raining cats and dogs" calls up the actual image, not the intended meaning. This is a difference in how language is processed, not a gap in intelligence. A phrase like "hold your horses" or "you're pulling my leg" has a second, non-literal meaning that a literal thinker has to be taught directly. A social narrative is a strong fit here because it can name that second meaning in plain words instead of expecting the student to infer it.
What does a figurative language social story actually say?
Teach the general rule first, then show two or three worked examples. The rule page is the most important part: some phrases mean something different from the exact words, and that is normal. Then each example page pairs the literal meaning with the real meaning so the contrast is visible.
| Page | Beat | Example sentence (first person) |
|---|---|---|
| 1 | The rule | "Sometimes people use phrases that do not mean exactly what the words say. These are called sayings." |
| 2 | Example, literal vs real | "'Raining cats and dogs' sounds like animals are falling. It really means it is raining very hard." |
| 3 | Second example | "'Hold your horses' does not mean real horses. It means please wait a moment." |
| 4 | Why people say them | "People say these to be quick or funny. They are not trying to trick me." |
| 5 | Control page (the key sentence) | "If I do not know what a phrase means, I can ask." |
There is only one directive sentence in that scaffold, the control page, and it is a choice the student owns. The rest is descriptive or perspective, which keeps the story inside the Carol Gray methodology ratio of at least two descriptive or perspective sentences for every directive.
Why the "I can ask" page carries the whole story: you cannot pre-teach every idiom in English. A running list of phrases will always be incomplete. A single strategy the student can apply to any confusing phrase is worth more than memorizing ten specific ones, and it is what makes the narrative generalize.
How do pictures make figurative language concrete?
Put the literal image next to the real meaning so the student can see the gap. A picture of cats and dogs falling from the sky beside a picture of heavy rain makes an abstract phrase concrete. For a literal thinker, the missing piece is exactly that second, non-literal image, so showing both is the intervention. Keep the two panels on the same page, clearly labeled "sounds like" and "really means."
Should each idiom get its own separate story?
No, use one reusable scaffold and swap the idiom. Build the rule page and the control page once, then add example pages as your student hits new phrases in class or at home. Keep a running list of the specific idioms that confused them. That reuse is the exact workflow practitioners keep asking for, summed up by the survey money quote: "I wish I had a template I could easily customize to change the pictures quickly but keep the same story."
How do you make the story actually stick?
Pair the narrative with real conversation practice. A social story primes understanding, but figurative language generalizes only when the student meets the phrases in context. After reading, listen for idioms during the day and pause to ask what the student thinks it means, then confirm. Community feedback backs this up: a story used once and shelved rarely changes anything, while a story re-read and rehearsed on a schedule does.
Frequently Asked Questions
How do you explain an idiom in a social story?
Show both meanings side by side. State the literal picture the words make, then state what the phrase really means, then give the student a script to check. For example: "Raining cats and dogs sounds like animals falling. It really means raining very hard. If I am not sure what a phrase means, I can ask."
Why do autistic students take idioms literally?
Many autistic students process language precisely and literally, so a phrase like "hold your horses" calls up the actual image, not the intended meaning. This is a difference in language processing, not a lack of intelligence, and a social narrative that names the second meaning directly is a good fit for it.
Should each idiom get its own story?
Use one reusable scaffold and swap the idiom. Teach the general rule first, that some phrases mean something different from the words, then give two or three worked examples. Keep a running list of the specific idioms your student hits so you can add pages as they come up.
What is the most important sentence to include?
The control sentence: "If I do not know what a phrase means, I can ask." That gives the student a strategy they can use for any idiom, including ones the story never covered. It is more useful than trying to memorize a list of phrases.
How do pictures help with a figurative language story?
Show the literal image next to the real meaning so the contrast is visible. A picture of cats and dogs falling from the sky beside a picture of heavy rain makes the two meanings concrete, which is exactly what an abstract phrase is missing for a literal thinker.
Is a figurative language social narrative evidence-based?
Social narratives are rated an evidence-based practice for autistic learners by AFIRM and the National Clearinghouse on Autism Evidence and Practice, and they are used for social communication targets like this one. A 2026 meta-analysis found the strongest effects when the story is paired with rehearsal, so add real conversation practice.
One approach for school SLPs short on time is to keep a 5-tool stack: a methodology checklist for the Gray ratio, a reusable two-page "sounds like / really means" template, a folder of paired images sorted by idiom, an AI text drafter (ChatGPT, Claude, MagicSchool, or Emoquest for one-sentence-in story output), and a delivery format your district already uses. The story does not need to cover every phrase. It needs one clear rule, a few examples, and the "I can ask" strategy the student can carry anywhere.