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?
For dealing with change, a situational story and/or coping card may be most effective. A situational story can be used to explain that a change is to occur and why it is happening. The story may discuss why it is okay for that change to take place and provide guidance on how to cope with feelings of anger or anxiety about that change.
Here is an example of a situational story for someone who was given an added responsibility.
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
Situational stories should be tailored to the student’s individual situation. Thus, including them in the story is not only engaging, but also more concrete. Also consider including photos or drawings of the individual. Some individuals might enjoy illustrating these narratives themselves.
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?
On this coping card, highlighting serves as an additional visual clarity cue:
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?
Keep the narrative in the student’s backpack, desk, or notebook for easy reference on the job. For a student who uses multiple narratives, create a notebook specifically designed for their narratives so that they can review them easily when needed.
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?
