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?
A graphic organizer may be useful in helping the student recognize and use the key details of a context that suggest the need to close a conversation. The details, as noted above, include 1) what the partner is doing, 2) what the partner is saying, and 3) what else is happening that is important (time for class, a teacher talking, a bell ringing, etc.). Providing the organizer for the student to use in conversational practice may assist his focus on and ability to recognize and identify key details of attribution:
“Sorting the concept” is a good way to teach what is appropriate versus inappropriate to say to end a conversation. Provide the student with a number of examples of how to end a conversation, each on a separate card. Have the student sort the cards into two baskets or bins, one labeled “Appropriate” (or OK), the other labeled “Inappropriate” (or Not OK). Consider as well how these categorizations might change depending on who the student is talking to (supervisor versus peer). Again, timing and context are key – these sorting the concept and any worksheet-based activities should be accompanied by opportunities to role-play responses:
You might use a graphic organizer such as a brainstorming map to help the student sort the appropriate versus inappropriate ways to close a conversation:
Is there a way to visually or thematically incorporate the student’s interests into this graphic organizer to increase motivation and engagement?
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 needto create a graphic organizer in the View2do program?
