Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Situational stories can be used as a reassuring strategy to show the student that making a mistake does not mean they are a failure:
"Accepting Negative Feedback - Social Narratives - Mistakes Story "
Situational stories can be used to introduce the importance of responding appropriately to feedback or mistakes:
Situational stories can be used to support the student who has the very challenging task of responding to a customer’s needs and feedback:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Some students might respond to a thought story that depicts a favorite character (real or fictional) using thoughts and actions that serve to endorse appropriate responses to negative feedback. The example below is designed for a student who has a strong interest in a particular athlete:
What additional visual clarity cues (e.g. images, bolding, highlighting) might you add to the social narrative to support comprehension and to promote attention to key details?
Highlighting the steps or routine in a situational narrative may help the student focus in on that procedure. The steps could also be placed on a reminder card that the student can carry in his binder, on a clipboard, or in his wallet (e.g., “I will try to stop, take a deep breath, apologize, ask how the problem can be fixed, and then try to fix it.”)
Can you design the narrative so that it might not only be used in practice settings, but also reviewed independently by the student in generalized settings?
In order to align this intervention topic area with the unique needs of the student, do you need to create a social narrative in the View2do program?