What visual instructions or reminder cues should be present to help the student experience success?
Visual cues will be essential to ensure that the student is consistently and independently tending to their personal needs. Visual cues could take on many forms. One cue could be a checklist that the student can read and mark through once they are finished getting ready. This checklist should be placed in a place that the student will not miss it. Some good locations might be the door to their closet, the door from which they leave the house, or the refrigerator.
Below is one example of a checklist to support preparation for work or school:
If you are working on matching colors appropriately, a visual reminder of what colors typically go together could be helpful. For some individuals, a simple written reminder may be suitable (e.g. one that reads “Black shoes and black belt; Brown shoes and brown belt”).
Below is one visual cue that might be used to remind the student what such categories as “formal business attire,” versus “casual attire” actually look like:
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
Organization will help the student out immensely. The instructor (or caregiver) might organize their bathroom so that the steps needed are easily discernible to them. For example, you could put personal items in bins laid out on their bathroom shelf or counter. Their deodorant in one bin, brush in another, shaving materials or make up in another, lotion in another, etc. The student then uses the item in each bin and puts it back after its use so that it is ready for the next day.
Similarly, the student’s clothes should be organized in a way that they can independently select them. Perhaps outside of their dresser drawers should be labeled. Or, maybe the student’s clothes should be organized by color (or matched groups) so that the student can more easily select items that go together. Or, maybe clothes should be organized by “type.” Work clothes are in one section of the closet, and all casual clothes are in another section of the closet.
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, schedule, to-do list, graphic organizer, social narrative) to highlight (label) or emphasize key features or concepts?
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?
