Can the key elements of this skill be appropriately depicted and connected in a social narrative?
The social narrative might help the student to cope with those tasks within a job that he does not prefer. The narrative might emphasize the rationale behind why those tasks are still important and necessary in the job. Using language and examples appropriate to the student, the narrative might convey that in every job, there are tasks that we don’t want to do, but we have to do them anyway in order to keep our jobs.
Social narratives are likely to be an appropriate tool to support social interactions or Job-Keeping skills related to the tasks of shipping/receiving, merchandise processing, accounting/business and customer service. With regard to customer interactions, a situational story, a coping comic, a thought story or a coping card are all tools worthy of your consideration in supporting appropriate customer service.
Narrow the focus of your social narrative to assure that the solution or strategy is concrete and specific. For instance, ask yourself if the student can handle all of the details in this 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?
The narrative may serve as a practice tool before facing tasks that involve customers. Note that a coping card or a rule card may be the tool that the student will use while he is on the sales floor. The coping card may focus the student’s attention on one specific strategy:
In some cases, a coping comic may be more effective and motivating than a pure text-based narrative. Below is one example for an individual who is working in a direct customer service role (e.g., cashier or grocery bagger position):
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
There may be a figure that the student looks up to who could be portrayed on the coping card. Does that person’s image and words elevate the mood of the student so that he can follow the card’s expectation?
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?
