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?
Based on the key elements of this particular skill and given that the process of searching online can be frustrating and confusing, it might be appropriate to devise a social narrative that the student can review before the activity when he is relaxed (priming), and then refer to as needed when he is engaged in the search practice.
Here is an example of a social narrative to address this issue:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
For example, is there a particular character (e.g. from music, television, movies, books) that this student is very interested in that you might add to this card?
Should you incorporate images into the coping card to support comprehension?
What additional cues (e.g. bolding, highlighting) might you add to the social narrative 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 (e.g. when he is conducting online searches in the library or at home)?
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?
