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?
Of course, we want our students to follow verbal instructions every time. But where is he now and how can you assure a higher level of success right now? Your starting point is likely to involve providing visual instructions much more frequently in the variety of situations where the student receives instruction. Getting consistent success in following visual instructions is often the first step. Note that our adult work environments are quite receptive to visual instructions. Most of our adult work environments expect independent performance of skills without a lot of verbal instruction. The supervisor does not want to give the employee instructions; it takes time. So your goal is likely to include visual instructions around schedule, to-do list and task structure if you are preparing students for adult environments.
As a student develops independence in use of visual instructions, you may need to go further to assure that the student has one or more adaptive strategies to comprehend and apply verbal instructions.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Visual supports will be crucial for teaching the student to successfully follow instructions. The type of visual support will vary depending on the student’s level of functioning and their individual profile.
Some students will benefit from a visual representation, or jig, of the final product. For example, if a student is supposed to roll silverware in a cloth napkin in a certain way, provide a final product that the student can use as an example. Similarly, if the student is asked to set the table at a restaurant before it opens, give the student a photograph of what you want each place setting to look like. They can then carry around that photograph with them to use a reference when setting other place settings. Or, set one place setting for the student to use as a model.
Another way to use a jig is if the student’s task is to assemble something. For this task, provide a picture of the final product that the student can use as a reference as they complete the task.
Another type of visual support is visual lists, either using pictures or words, or a combination of pictures and words. These visual lists are similar to to-do lists and provide instructions of what to do.
Here’s a list of written instructions for a student who is learning to use the internet as a leisure activity:
How to do an internet search:
What type of prompting might you need to provide in the initial learning phase?
Modeling what you want the student to do will be important. If you want the student to do a task a certain way, model it for them first by doing the task together.
For example, if you are teaching the student to make trail mix, model using the recipe list by completing the first step or two. Then, ask the student to step in while you observe them and offer feedback. Consistently orient the student’s attention to the visual instructions and fade prompts to assure that he is learning to do this without any dependency on your presence and prompts.
If you are teaching the student to write down notes as instructions are delivered verbally, model this process. He might give you instructions, and you model how to write those instructions down (repeating them to yourself to hold them in mind as you write them, numbering them on the page as you write each one, etc.). As he assumes the role of writing down instructions, guide him with verbal prompts and modeling prompts to ensure that he records important information that was verbally delivered.
Verbal prompts and modeling prompts will also be important when you are teaching other coping strategies such as seeking clarification, asking for someone to repeat instructions, reading instructions back to ensure correctness, etc.
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?
As the student becomes more familiar with the process of following the instructions and completing the task, become less available. Fade to gestural prompts to the system. Then allow the student to complete the task more independently for increasing intervals, and then later check their work and provide both positive and constructive feedback.
In some cases, it might be appropriate for the student to use a device that allows him to record verbally delivered instructions. He can then play that recording back as needed in order to follow through on those instructions correctly, and independently. In the classroom setting, consider whether this is an accommodation that might be included within the IEP or 504 Plan.
Are you arranging frequent practice opportunities to build fluency through repetition?
Practice in using a ‘verbal instruction’ strategy of orienting and repeating to self, orienting and writing it down, etc. may require practice sessions with multiple role plays, However, the focus here is ‘doing it right.’ You probably will not need to emphasize labeling when it is done incorrectly. Focusing on correct performance is a goal.
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?