Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Determine the elements that the student needs to keep in mind. Sequence those elements in a social narrative so that the student can see the connections. Avoid providing too many details in the narrative, just the sequence of details that the student needs to succeed. Then the narrative can be presented prior to practice and prior to situations where he is likely to have opportunities to enter a conversation.
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, or coping card?
Below is an example of a thought story that depicts one aspect of this topic - evaluating whether to enter a conversation or not:
Below is an example of a situational story that addresses a related issue:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
What additional cues (e.g. images, bolding, highlighting) might you add to the social narrative to support comprehension and to promote attention to key details?
How frequently will the student review the social narrative?
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?
