Can the key elements of this skill be appropriately depicted and connected in a social narrative?
There are a number of ways that a social narrative might support the teaching of this skill. For example, if the student consistently struggles with particular scenarios on an assessment (e.g. those related to teamwork), then it might be appropriate to devise a social narrative that addresses the key attribution and perspective-taking skills that support understanding of what it means to be a “team player.”
Or, given that some individuals experience significant anxiety before and during tests, a coping comic or a coping card might serve to prime the student for this event.
Below is one example of a coping card for an individual who experiences anxiety prior to tests. This particular card includes an image of a runner, because running is this student’s primary hobby:
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?
You might use the worksheet below to guide the development of a situational story:
If the student would benefit from a coping comic that addresses a particular aspect of the pre-employment screening assessment process, you might use worksheet below:
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 prior to a real or practice assessment?
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?
