What type of graphic organizer(s) might the student require in order to visually represent and organize the concepts, feelings, or behaviors that relate to this particular topic?
The graphic organizer is a frame for grouping and understanding behaviors or rules or concepts. It tends to be used in priming and may be useful in practice. The rules and behaviors in both the beginning and end of an interview lend themselves well to a written list of instructions (illustrated in Visual Cues). As you saw in Task Analysis, the steps were presented in an organized presentation, such as the following for handshake:
Stand 2 steps away from the interviewer. Face your head and body towards the interviewer. Look at the interviewer’s face (make eye contact if possible). Smile. Introduce yourself and greet: Say in a “happy” tone of voice, “I’m first and last name, it’s nice to meet you.” |
At the same time, the interviewer might reach out his/her hand for a handshake OR you might reach out your hand first: |
Then, take a seat in the place across from where the interviewer sits down. |
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This same type of organization list is in Task Analysis for the steps of the end of the interview. Will this help the student see all that he has to do?
Note: It may be necessary to refer to organizers from self-regulation intervention topics (see Self-Identify Anxiety) to support the student in coping with the inevitable stress he may experience prior to an interview. In addition, organizers from the social communication topics (such as Asking and Divulging Personal Information and Going with the Flow in Conversations) will be useful for addressing the small-talk and conversation-based skills.
Is there a way to visually or thematically incorporate the student’s interests into this graphic organizer to increase motivation and engagement?
Many students actually show more interest when simple adjustments are made to visuals, such as using one of the student’s favorite colors or adding an image of a popular character. These changes are very easy to make but can have motivational impacts on the student’s engagement. For others, tie in interest as appropriate. If you have trouble attaching the student’s interests, ask him how he would like to adjust the visual support tool; this alone can often motivate the student as he takes a role in designing his own visuals.
What additional visual clarity cues (e.g. icons, bolding, highlighting, color-coding) might you add to the graphic organizer to clarify concepts and to direct attention to key details?
In order to align this intervention topic area with the unique needs of the student, do you need to create a graphic organizer in the View2do program?
