Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Within the priming stage, social narratives can be used to support the student in recognizing the value of his strengths and that is it ok to have weaknesses, because everybody has weaknesses. The narrative might support the student in accepting some of his differences. It is important that the student participate in the development of this narrative – obviously, if he does not agree with the strengths and weaknesses identified in the narrative, then the narrative has little value.
"Self-Advocacy - Social Narratives – Strengths and Differences"
Social narratives might also be used to help to get agreement that the student should ask for help when help is needed, that asking for help is ok, and that asking for help is one thing that a “self-advocate” does:
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?
Consider whether the student might benefit from a coping comic that shows what it “looks like” to advocate for a need (e.g., an accommodation). Remember, you can hand-draw comics and they can be just as effective for the student. The student might even participate in the development of the drawings:
A coping card might be very succinct and could include text to support the student’s positive self-talk:
“I am really good at math, computers, video games, being kind to my family, making jokes, and so many other things. I have many strengths.”
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Consider this basic narrative: “I have needs and wants. I have to tell other people what those needs and wants are. Sometimes I might need to ask for help to get what I want or need in school and on the job. When I do this, I am being a good self-advocate.”
If the student possesses a strong interest in a particular area (comic heros, for instance), you might modify this narrative and depict that comic hero endorsing these self-advocacy behaviors. Below is one example of how this might be done:
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?
Determine where these narratives will be housed so that the student can regularly review them at home, school, before work, etc. Depending on how the narrative is created, it could even be exported to and stored on a student’s mobile device.
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?