What visual instructions or reminder cues should be present in each space to support sequenced and organized performance? Where should these be placed?
Often multi-step jobs or tasks require a set of sequenced instructions that are 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. Find a place to keep these so that others do not disturb or move the instructions. All the student’s visual instructions can be kept in one ‘recipe box’ or contained space so that he can always find them. They can be kept in a file box with tabs in alphabetical order to assist access or in an instruction book or portfolio in which instructions are housed.
Think carefully about the student and whether he can look at his to-do list to determine the type of copying job, then shift his attention to a set of folders from which he pulls the instructions for that specific task or job (collate and staple vs. enlarge/reduce vs. simple copying).
Consider whether the student can look at his to-do list to determine the data base tasks at the library, and then move to the specific computer and locate the notebook with the instructions for completing that specific task.
Here is an example of a uniform memo (a visual instructions cue) that has a consistent format that makes it easy for the student to identify the key elements of the job. The check box system in the memo prevents a variety of handwritten directions that may confuse the student and thus helps him to perform multiple copying jobs independently:
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
The last instruction on the visual instruction sequence should be “Put this instruction sheet back in your file box” to help the student keep up with all his instructions.
Silhouettes or diagrams on work tables may be worth considering in mailing and office supply rooms where complex jobs with multiple materials are expected. The diagram uses shapes and labels to assist the student in placement of materials in his work space so that they are organized for efficiency.
The student will need to place finished jobs in one location or return the finished job to a specific person. He may need a clearly defined space where he puts finished jobs, especially when he has multiple documents to copy. All materials necessary for the copying tasks should be available and clearly labeled.
In my design of each visual support, have I considered whether the student may need visual clarity cues to highlight (label) or emphasize key features or concepts?
Picture-written or written cues may be placed on the machine itself, by the phone, or at eye level on the wall above the machine as needed to address ‘asking for help’ or other trouble spots in the process. Additionally, labels showing where to find additional paper (and size of paper) or other materials may be necessary.
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?
