Based on the student’s needs and interests, and based on the targeted skill and related concepts, what type of social narratives should you develop – a situational story, coping comic, thought story, or coping card?
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 in generalized settings?
Most social narratives can be adapted for use in general settings. An important point to consider is the tool’s integration into the student’s life: Does the student want to carry a notebook collection of situational stories and coping comics? Will he be targeted for ridicule or isolation if these are placed in plain view of an office work environment? How accessible, and therefore useful, will the social narratives be for the student?
When exploring these considerations, it is helpful to focus on using tools that the student appreciates and is therefore motivated to use in general settings. As stated earlier, coping cards tend to be the easiest social narratives to adapt for general use.
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?