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?
A situational story may be a good way to explain to the student what they are doing, why it needs to be modified, and how it can be modified. Be sure to individualize the narrative by including the student’s name, and specific details (and even images) that are relevant to the contexts in which he might display the repetitive behavior.
"Repetitive Behaviors - Social Narrative - Situational Story"
Another type of social narrative that can be very helpful is a coping card. A coping card is a great tool to use when teaching a more appropriate, alternative behavior instead of the repetitive behavior. The coping card can take many forms. It could be as simple as having a calming mantra on it, such as “Things change. Change is OK. I am OK.” The student can read this card over and over to sooth himself when upset.
A coping card may also be more involved, consisting of more steps or pictures:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Social narratives can be easily personalized (and this is highly suggested!). For a student who has a favorite topic, such as a specific 80’s rock band, he may ask others questions about the band and music as his sole attempt at socialization. Illustrate how his repetitive questions about the band are viewed by others with a thought story. Then, illustrate what others think and feel when he talks about other topics that are mutually shared interest areas.
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?
The situational story above may be more effective if accompanied by pictures. Include a photo of the student, a picture of the break room, and an image of a coping strategy to provide the student with additional visual information.
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?