Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Although it is possible that a narrative would be a valuable tool in this instruction, note that the rules and the roles are broad concepts. Most frequently, the use of scripts, scenarios, graphic organizers and reminder cards or visual cues will support practice and performance in adult environments. Once the role is learned and performed at an adequate performance level, the social narrative may be a tool to orient the student to expected behavior prior to situations where he is most likely to face the role and expectations in the classroom or workplace. Note that the narrative orients but does not teach expected behaviors. Teaching is necessary for orientation to succeed. For instance,
I have learned how to be respectful to my supervisor.
I try to follow directions when she comes into the prep area in the store.
I smile and say hello when she comes in.
I watch to see what she wants me to do. I keep working until she tells me to do something else.
I try to use my ‘calm down plan’ if I get nervous.
My supervisor wants me to do these things.
Given the skills we are teaching here, the instructor must determine if this tool will help the student orient to expected behaviors in future settings. Is it a tool that the student is engaged by OR is the graphic organizer better for this student?
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?
Given the nature of this topic, the situational story or thought story are the most likely strategies that support orientation to expected behavior.
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?
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?