Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Certain elements of this topic may be clarified through social
narratives, such as helping the student understand the importance of
completing an application in its entirety, proofreading the application
before submitting it, etc. This thought story illustrates an
employer’s reaction to different application forms:
Based on the student’s needs and interests, and based on the targeted skill and related concepts, what type of social narrative should you develop – a situational story, coping comic, thought story, and/ or coping card?
For a student who becomes anxious when completing an application on-site (in a manager’s office or at an in-store kiosk), a coping comic or situational story can help alleviate some stress. The drug-screening process (i.e. obtaining a urine sample) can also be very anxiety-provoking for some. The coping comic may go through the steps of the student recognizing his stress, taking deep breaths, feeling relaxed, and going through the door to complete the application. Similarly, a situational story can state the importance of completing the application while recognizing that it can be a stressful task, then providing a positive statement to support the student in overcoming the barrier.
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?
