Based on the student’s needs and interests, and based on the targeted skill and related concepts, what type(s) of social narrative should you develop – a situational story, coping comic, thought story, or coping card?
Here is an example of a social narrative designed to describe the what, how, and why behind greetings. In particular, this narrative is devised for a student who does not consistently respond to greetings. Prior to the development of this narrative, you and the student have determined that he responds this way because he is anxious about getting his work done on time:
Here are two examples of coping comics designed to prime the student who often experiences anxiety when meeting new people:
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?
