Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Preparation for the possibility of interruptions through the use of a social narrative is a good way to be proactive, help the student understand that it will happen, why these interruptions might happen, and give strategies on how to deal with interruptions before the situation happens.
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?
Any of these formats could be used depending on the level of the student and the amount of concrete information that he needs to learn to master the skills.
Here are several examples of situational stories that might help the student cope with the inevitable interruptions that arise:
"Social Interrruptions - Coping Card"
Below is an example of a coping comic that depicts an interaction between a supervisor and employee:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
A social narrative using a favored celebrity might help the student gain perspective and motivate him to be like them.
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?
Consider whether the narrative needs to be reviewed every day before the student encounters a situation where he is likely to be questioned or interrupted. Could this be part of his routine in getting ready for class or work?
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?