Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Social narratives can be used with this topic to support instruction of attribution and perspective-taking, recognizing appropriate versus inappropriate behaviors, and identifying reasons that references are 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?
The Social Narrative is a multi-use tool for this topic! A situational story could explain the importance and reason for contacting references; a thought story may illustrate how inappropriate behavior or comments during a conversation could affect how others perceive the student; and coping cards might be very useful to help the student relax before or after practicing the skill.
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?