Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Due to the large variety of sub-skills required, visual supports may be used from any category. Some suggestions include: scripts and instructions can guide the call to work, social narratives can clarify perspective-taking issues, check-lists and decision trees may support self-assessment of illness, and video models can provide examples of the steps to take if the student thinks he is sick. Ultimately, the number and type of visual supports are always dependent upon the student’s abilities. You want to avoid bombarding the student with so many visual supports that the process is confusing, but you want to provide adequate tools for independent success.
What type of prompting might you need to provide in the initial learning phase?
Initial prompting may require substantial modeling and verbal support, especially when providing instruction of abstract issues (e.g. am I sick?). Modeling prompts will also be required to teach the student how to call in sick. Incorporating visual supports and referring to them during this phase can help promote the student’s use of such tools as the skills develop.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
Can the student discriminate between the more versus less appropriate response in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
For example, the student will need to know not only what to say if calling in sick, but how to say it. Laughing or singing when reporting that you are too sick to come to work can send the wrong message. Similarly, some people may feel the need to intentionally “sound sick” during the call. Using video modeling and role-plays, practice appropriate and inappropriate phone calls while the student either verbally makes notes or uses a check-list to indicate “good” versus “bad” skills that he observes. Review his observations and have him demonstrate the appropriate way to conduct the phone call.
Are you arranging frequent practice opportunities to build fluency through repetition?
There are many areas requiring repetitive practice for this topic: self-assessing illness, determining if a situation is an emergency, and calling the supervisor are just a few. As the student becomes comfortable and successful when practicing the skills, begin adding variations and different scenarios.
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?