Can the key elements of this skill be appropriately depicted and connected in a social narrative?
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?
A situational story, a coping comic, a thought story, and/or a coping card might be used to address issues related to the topic of asking for help. In the design of your narrative, be sure to focus on particular subsets (e.g. why it is good to ask for instructions if you are not sure how to complete an assignment), rather than the global concept of asking for help across every condition. Select the type of narrative(s) that is most suitable for your student, and design it to meet the particular needs of your student:
Below are examples of two situational stories and a thought story designed for a student who does not ask for help, even when he needs it:
"Asking For help - Social Narrative - Situational Story 1"
Below are examples of a situational story and a thought story designed for a student who asks for help too frequently when he does not actually need help:
How can you visually or thematically incorporate your student’s interests and preferences into this social narrative to increase motivation and engagement?
Consider whether there are high interest characters (real or fictional) that you might include on a coping card who can endorse asking for help for the student who does not seek help when he needs it. Or conversely, there may be high interest characters that you can include on a coping card who endorse “doing it yourself” for the student who seeks help too frequently.
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?
The social narratives can be initially designed to be mobile, or reconfigured for mobility after being taught. Using only a key frame of a comic or a card-sized situational story may be easy-to-reference tools when in the community, at work, or in class.
In order to align this intervention topic area with the unique needs of your student, do you need to create a social narrative in the View2do program?