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?
The social narrative might help the student to cope with those tasks within a job that he does not prefer. The narrative might emphasize the rationale behind why those tasks are still important and necessary in the job. Using language and examples appropriate to the student, the narrative might convey that in every job, there are tasks that we don’t want to do, but we have to do them anyway in order to keep our jobs.
Social narratives are likely to be an appropriate tool with social interactions or Job-Keeping skills related to customer service. With regard to customer interactions, a situational story, a coping comic, a thought story or a coping card are all tools worthy of your consideration in supporting appropriate customer service.
Narrow the focus of your social narrative to assure that the solution or strategy is concrete and specific. For instance, ask yourself if the student can handle all of the details in this social narrative:
For some students, the previous situational story will be too much information. This does not necessarily mean the tool should be altogether tossed, but perhaps redesigned to focus only on the primary information. Also consider whether visual clarity cues (e.g. images, bolding, highlighting) should be added to the social narrative to support comprehension and to promote attention to key details.
For students who will be interacting with customers, a thought story might define expectations and support the student in coping with the inevitable stressors that arise in customer service environments:
The narrative may serve as a practice tool before facing tasks that involve customers. Note that a coping card or a rule card may be the tool that the student will use while he is in a work environment. The coping card may focus the student’s attention on one specific strategy:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Is there a figure that the student looks up to who could be portrayed on the coping card? Does that character’s image and words elevate the mood of the student so that he might be more inclined to follow the card’s expectation?
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?
