What visual instructions or reminder cues should be accessible to support performance of this self-regulation skill?
Consider the use of a list of visual instructions (in the form of a checklist) to assist the student in preparing to arrive on time. The checklist below might support the student in preparing for work:
However, note that your visual instructions must address the specific issues that the student faces. In other words, it must be individualized to his needs. Assess the instructions needed in ‘night before’ preparation, in ‘morning’ preparation, in packing belongings, in dealing with distractions, etc. Does the student have the tendency to do what he thinks of at that moment, even when he is late or needs to move fast? In the midst of getting ready to go to work, does he suddenly focus on taking out the trash, on watering the plants, on folding his laundry or some other chore that can be done when he returns home? Maybe he needs a list that he keeps on his refrigerator or on his dresser. When he thinks of something he needs to do, can you teach him to write it down and do it at another designated time? Does this writing it down serve to ‘move beyond’ the distraction?
The visual cue below could be used to help the student prepare for a variety of activities. Once complete, the student can refer back to it as the event approaches:
Any type of preparation checklist will need to be modified to meet the student’s specific situation and reviewed with the student until he is comfortable in using it independently.
In addition to a visual checklist, the student is likely to benefit from direct instruction that teaches him how to use (and in some cases devise) other visual reminder cues such as simple sticky notes placed in prominent positions, alarm systems and reminder cues programmed on a mobile device, etc.
How can I organize the materials (or better yet, teach the student to organize materials) to support independence and efficiency?
Packing the night before school, or before work, is one effective strategy to support on-time arrivals. This strategy reduces the overall anxiety and frustration that the student might experience in the morning. To support this preparation, it will be necessary to identify clear locations where necessary items can be stored (e.g. Where does each piece of paper go that the student would need for the next day at work or school? Where does the backpack go? What needs to go into the backpack on the night before?).
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, scenario, schedule, to-do list, graphic organizer, social narrative, and/or video model) to highlight (label) or emphasize key features or concepts?
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?
