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?
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Visual instructions and reminder cues will be crucial in this teaching process. Concrete rules should be made for the student regarding grooming and dressing. Then, you should teach these rules using visual strategies. For example, write down appropriate clothing options for their particular work place or interview. Or, show the student photographs of examples of appropriate attire. Does the student need adjustments in the organization of his closet, dresser or bathroom grooming materials? During this teaching process, you may choose to use social narratives, graphic organizers, visual cues, or hopefully a combination of all of these strategies to illustrate your point.
After teaching the student the rules, use schedules, to-do lists, and visual organization to make sure these rules materialize. Schedules and to-do lists will provide structure in telling the student what exactly they should be doing. Visual organization will make these tasks more clear and obtainable for the student.
What type of prompting might you need to provide in the initial learning phase?
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?
Are you arranging frequent practice opportunities to build fluency through repetition?
Practice makes perfect- or closer to perfect than if you didn’t practice! Because this is a skill that is needed on a daily basis, there are plenty of opportunities to practice. Give the student specific, sensitive feedback on their grooming and dressing so that they know what is appropriate or if something is a little off.
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?
Given that the majority of the actual performance of grooming and dressing behaviors will occur in the home setting, how can you closely communicate with parent/caregivers to insure that prompts faded at a consistent rate?