Can the key elements of this skill be appropriately depicted and connected in a social narrative?
A social narrative may provide additional support in helping the individual see the value of using his to-do list, his script or his choice board (graphic organizer). Connecting “what to do” with “why” can be the focus of the narrative.
Below is one example of a situational story designed to connect the “what to do” and the “why.” Note that you will need to define the student’s motivation behind keeping a job in this narrative:
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?
Practice or review of the story just prior to break, may help the student connect his motivation with the expected behaviors. An instructor, a coach or a co-worker may be enlisted to encourage the student to read his story before going to break.
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?
