Are you arranging opportunities for the student to practice creating cover letters for a variety of positions?
Once the student has developed an appropriate cover letter for one position (real or simulated), does this mean that he can independently and appropriately draft another cover letter for a different position? Can he demonstrate how to use a general framework, yet adjust the content, so that he describes his relevant strengths and experiences in a way that aligns with the new position?
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
While successful development of a cover letter may occur at the student’s desk with the available materials, make sure he can perform equally as well at home or in other settings. Evaluation of his performance in other settings may allow the instructional team and caregivers to identify visual cues or arrangements unique to the classroom that should be incorporated into those settings. For example, if the student struggles to devise an appropriate cover letter at home, what are the less-obvious variables that could influence performance: visual cues on the wall, work-area arrangement reducing distractions, the work system and organization of materials, or maybe even inadvertent prompting from instructors?
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
We all use templates for creating various documents, from cover letters to flyers to pamphlets. Teaching the student to use a template for composing cover letters is highly recommended. Additionally, a rule card or small graphic outlining the parts of a cover letter can be useful options.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?