Can the key elements of this skill be appropriately depicted and connected in a 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?
Perspectives based on interpretation of nonverbal signs can be illustrated through thought stories; situational stories can explain how to regulate behaviors to display interest; and coping comics may illustrate the steps of determining interest for a student who worries about forgetting the process.
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?
Often, social narratives may be adapted to be used by the student as a long-term referencing tool. For example, you may provide just the center frames of the above coping comic that indicate the exact steps of showing interest. Remember, even if these are great tools, the student must be taught the skill of independently referencing these social narratives, or they will serve little purpose sitting in his backpack at work!
Again, the social narrative alone will not teach the skill. After reviewing the narrative, provide practice that is directly related to the narrative.
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?
