Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Situational stories might be used to help the student better understand the benefits of networking. Coping comics and coping cards are useful for the student who experiences anxiety when tasked with identifying members of his network or when preparing to make a phone call. Thought stories can illustrate the perspectives of other people, a great tool to help a student understand how their behavior can alter someone’s opinion when helping them to secure a job.
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?
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
You might devise a coping card that illustrates how the student’s favorite person (real or fictional) used networking to achieve certain goals. For example, if the student has a strong interest in the area of politics and certain political figures, consider using that figure to “endorse” networking as an effective job-seeking strategy within the coping card.
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?
Below is one brief situational story that identifies what networking is and why it is important. Note the use of a few visual cues and the spacing of text to support readability, and to draw 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?
