Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The social narrative may play an initial role in the priming process. As noted earlier, the student may lose assignments, may throw them away, or otherwise find ways to avoid dealing with them. Learning to organize oneself can feel quite overwhelming. Consider the use of a social narrative to get the student’s commitment to try something new.
Organizing Time Around Priorities And Deadlines - 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?
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?