What visual instructions or reminder cues should be present in each space to support sequenced and organized performance? Where should these be placed?
The schedule, the to-do list and the set of sequenced instructions for complex tasks are the visual supports that are most frequently used in assuring independent performance of concrete work skills.
Often multi-step jobs or tasks require a set of sequenced instructions, readily accessible to the student, to keep him organized and independent. The student can use a laminated set of instructions that are kept in a consistent drawer or designated work space for his instructions. It is important to find a place to keep these so that others do not disturb or move the instructions. The student’s visual instructions can be kept in one ‘recipe box’ or contained space so that he can always find them. They can also be kept in a file box with tabs in alphabetical order to assist access. You may use an instruction book or portfolio in which instructions are housed.
Visual cues may also include general reminders for rules, such as how much to water certain plants, how much to feed each animal, or to indicate no-access areas:
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
For the last instruction on the visual instruction sequence, write “Put this instruction sheet back in your file box” to help the student keep up with all his instructions.
The student should place finished jobs in one set location or return the finished job to a specific person.
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, communication script, schedule, to-do list, or social narrative) to highlight (label) or emphasize key features or concepts?
For example, on a landscape crew when mowing, applying fertilizer, etc., the student may need additional visual cues to highlight the area he will mow or cover in weed control product with a spreader. A co-worker can set out cones at the edges of an area to help him see the area to complete. Or the student can set out cones for himself prior to application to assist his performance.
In order to align this intervention topic area with the unique needs of the student, do you need to create visual instructions and reminder cues in the View2do program?
