Can the key elements of this skill be appropriately depicted and connected in a social narrative?
A social narrative can explain to the student why grooming and hygiene is so important.
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?
A situational story can narrate why it is so important for the student to appropriately dress and groom themselves for a job. Additionally, it explains what it means to dress and groom appropriately.
The following situational story is for a student with limited reading comprehension skills. The language is simple, and the story includes lots of pictures so that the student can follow along and remain engaged in the story:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
What additional visual clarity cues (e.g. images, bolding, highlighting) might you add to the social narrative to support comprehension and to promote attention to key details?
The situational story above provides a lot of visual clarity cues, such as bulleting important information and adding images to better engage the student. The formatting of the story is also not too overwhelming, as it provides short paragraphs and space between paragraphs since the student is not a reader. If the story were all text, or text that was running together, the student may be overwhelmed and lose interest.
Can you design the narrative so that it might not only be used in practice settings, but also reviewed independently by the student?
The student may be capable of reading and reviewing their situational story as is. However, for students who struggle with reading, or lack the attention to read the story independently, you could design a flip-book of relevant pictures for the student to look at and review on their own. For example, the cover of the book may have a picture of the student on the front. The next page may have a picture of them interviewing. Subsequent pages may include pictures of the various hygiene and dressing steps (showering, deodorant, combing hair, khaki pants, collar shirt, brown shoes). Finally, the last page may have a picture of the student smiling while dressed and groomed appropriately. The student can then review the pictures independently after they have become familiar with it during teaching sessions.
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?
