Does the student need a social narrative to depict and connect key elements of the process of identifying qualities of a potential reference?
If the student struggles to recognize what qualifies someone as a “good reference,” the issue may be related to confusion around understanding how others perceive her. To address this, you might design a thought story that depicts (and distinguishes) two perspectives.
Based on the student’s needs and interests, what type of social narratives should you develop to address the various pieces of the identifying references process – a situational story, coping comic, thought story, and/ or coping card?
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?
Once taught and used successfully with support, it can be beneficial to redesign the social narrative (e.g. the thought story presented above) into a small, mobile card to be carried in a notebook, purse, or wallet.
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?