Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Look at the section on Target Selection and Task Analysis and the section on Modeling and Practice. Which steps of the process need to be connected for the student? What are the key elements that the student needs to see in a social narrative? Can I as an instructor connect those elements in a social narrative to what is motivating to the student?
Keep your narrative as simple as possible. A social narrative does not have to have all the elements identified. It has to have the elements which are essential for the student to see connected.
For the student who becomes anxious when someone does a task in a way that does not fit with his concept, the story must be worded in ways that fit his thinking and should point to the coping strategy that he will use.
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?
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?
