Can the key elements of giving compliments/praise 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?
Thought stories or coping comics might help with students that struggle to recognize how their compliments might be perceived by others. Below is one example of a coping comic that addresses this issue:
Below is an example of a social narrative designed for a different student who issues excessive compliments in order to “be liked” by others:
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?
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?
