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?
It may be necessary to begin by guiding the student to evaluate potential references who provided a quantifiable, concrete summary of the student’s performance (i.e. teachers who issued grades to the student on a report card). Devise a “formula” or “rules” for the student to apply as he evaluates these potential references (e.g. If I made D’s or F’s in all four quarters, they are not a potential reference for me). This may be your starting point for instruction.
What visual supports will you use to help the student practice identifying appropriate references?
The social map and the references tree (see Graphic Organizers) can support the acquisition of this skill. Visual cues include items such as reminder cards for key points of selecting references or an investigative questions card when considering specific people as potential references.
Additionally, you may devise graphic organizers that guide the student in arranging information for potential references, ranking the potential references, and finally selecting the preferred references to be later contacted.
NOTE: “Making Contact with References” is the next topic skill within this Job-Seeking Skills unit.
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?
Try providing a visual cue card with 3-6 brief questions to help evaluate if a person meets the qualifications of a reference. The student can keep this in his desk, or carry this reminder cue in a notebook, agenda, or bag.
Can the student discriminate between the more versus less appropriate reference to select in practice scenarios? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else makes an incorrect choice?
Are you arranging frequent practice opportunities to build fluency through repetition?