Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The social narrative might help the student to cope with those tasks within a job that he does not prefer. The narrative might emphasize the rationale behind why those tasks are still important and necessary in the job. Using language and examples appropriate to the student, the narrative might convey that in every job, there are tasks that we don’t want to do, but we have to do them anyway in order to keep our jobs.
The social narrative may also prove helpful in customer service or in a variety of Job Keeping tasks. For example, a social narrative might be used in tandem with communication scripts, to address issues related to the student who is at times ‘overly’ helpful to customers:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
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?
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?
