Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Social narratives related to arriving on time can work to clarify attribution (details that explain why something happened) and perspective (what someone is thinking). Specifically, a social narrative might emphasize how the student feels if he is late, and how he is perceived by others if he is late. Furthermore, the narrative can also illustrate the concrete consequences of on-time or late arrivals.
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?
Below is one example of a situational story that concretely identifies some of the “rules” and the basic rationale behind such rules:
The student might need a concrete illustration of how another person views his behavior in a way that is different from how the student views his own behavior. This can be demonstrated through two juxtaposed thought stories, such as the examples below:
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?
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?
