Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The narrative may prove helpful in understanding rules and expectations around customer service. The narrative can prime the student to the importance of keeping a calm voice, avoiding negative statements (“You cannot be that stupid!” etc.), of carrying the customer through the steps, of answering ANY question with a polite manner. This is likely to be necessary in many cases, even if the student is responding to email questions online. Below is one example of a situational story that addresses these issues:
What other issues may be addressed with social narratives in the IT field of employment? Some of the issues with technology involve the vast amount of information, options, and opinions among users and professionals. What is the “best” wireless security type? What is the “best” firmware or manufacturer of routers? What is the “best” operating system? A dozen different professionals may provide you with a dozen different answers. Consider this issue for an individual with rigidity around his choices and what he thinks works best. While his opinions may be heard, he will need to understand that ultimately the employer makes the final decision.
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?