Can the key elements of this skill be appropriately depicted and connected in a social narrative?
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?
The thought story is a great way to illustrate what the other person is thinking during an interaction. Below are very brief photo vignettes, depicting how the conversational partner feels when his or her personal space is violated by a co-worker:
How can you visually or thematically personalize the social narrative to increase motivation and engagement?
Consider how you might make the two situational stories below connect to your own student: You could alter the title (e.g. Christopher’s Story about Hugging). You could insert the names of Christopher’s co-workers and supervisor; and you could insert an image of Christopher’s work setting. You could insert the names of Christopher’s family members at the end of the story, and you could insert photographs of Christopher hugging his family members.
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?
It may help to include pictures within a social story to provide additional visual clarity. Here is the same story as above with additional visual cues to promote attention to key details and to support comprehension of the text.
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?
