Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The issues and perspectives that you emphasize in the social narrative must hinge on the specific needs of the student. In one case, it might be appropriate to devise a social narrative to help an “overly eager” student decipher when it is not appropriate to initiate conversations, and the rationale behind such “rules.” In another case, it might be appropriate to devise a social narrative that helps the socially motivated, yet shy, student to initiate conversations with peers.
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?
Below is an example of a social narrative to help the student understand when it might not be appropriate to initiate a conversation, and why (e.g. in bathrooms, during movies, in a doctor’s office):
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?
