Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The social narrative may prove helpful in the priming process with some students. Connecting the details of the process can be through a graphic organizer (see above) or through a situational story. Think about the format that will be easiest for the student to grasp and to use. The situational story can emphasize the student’s interests and connect those to the requirements of working together. The situational story might look like the following:
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?
You may find that other social narratives are useful at certain times in the cooperative process. The use of the coping comic can help to illustrate the thoughts of a peer in a difficult or confusing situation. The development of a coping card, possibly including scripted statements or questions to use when a specific problem occurs, may prove valuable at certain times. Think about specific problems that may arise and prepare the visual support to address that problem.
Managing Workload As a Team - Social Narrative - Disagreement
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Is the student interested in a particular character (real or fictional) who needs to cooperate with others in order to get the job done? If so, consider whether it would be appropriate to devise a coping card that depicts this character endorsing teamwork and cooperation, and labeling specific behaviors that signify teamwork – behaviors the student should try to do.
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?