What visual instructions or reminder cues should be accessible to support performance of this social communication skill?
Short, meaningful phrases or sentences from a social narrative (i.e., “Remember to ask questions of others”) could be placed in a student’s agenda, planner, bulletin board, or on a sticky note on their computer as a visual reminder.
Or, perhaps a small, discrete image of a game of catch could serve as a similar visual reminder of elements that were targeted across multiple teaching sessions:
Consider how you might adapt key elements and phrases from scripts to serve as reminders to the student. Perhaps he could use an index card with a list of “Common Conversation Comments” to review before entering a situation where he will engage with others (e.g. at work, school, dinner with family, etc.). Or, a card could include a few key words to remind the student of information-seeking comments to use:
"Going With The Flow In Conversations - Visual Cues – Comments Questions"
For individuals who may tend to monologue about a single choice topic, a visual cue card may be necessary to support self-regulation by indicating appropriate times to discuss the topic. For example, one side of the card may have the words “World War Era Aircraft” or a picture of an airplane. The other side of the card has the written text or picture with a “no” symbol, or a symbol that indicates when he can engage in talk around his high interest area. Place the card on the student’s desk after teaching him that it is appropriate to discuss World War era aircraft only when the card is face-up. When the “no” side of the card is showing, this signals to the student that he should avoid that topic. You might direct his attention to that cue if he is starting to monologue. In this way, the cue replaces the verbal prompts that you might otherwise have to provide to redirect the student.
Consider how a similar type of cue might be used for the student who tends to interrupt.
Where should these be placed?
Visual cues such as reminder cards, images from social narratives, or motivational phrases may be kept in a notebook or file in the student’s work space, in her work bag, or even posted as daily reminders at her desk.
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the communication script or scenario, graphic organizer, and/or social narrative) to highlight (label) or emphasize key features or concepts?
Consider the visual cues that you might add to the script or social narrative to emphasize key verbal and non-verbal behaviors. Or, in role-play settings, you might post some of these cues on the wall or desk to support performance:
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?