Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Being able to organize time around transitions includes perspective taking skills involving how your actions may affect others.
A social narrative explaining why it is important to transition between classes or tasks on jobs might be used to help the student begin to understand another person’s perspective. The social narrative would thus be a tool to consider in priming. Use the example below to devise your own narrative with the student. Incorporate HIS words into the 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?
A thought story using a favored role model could be used to encourage a student to use time management strategies.
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?
