What visual instructions or reminder cues should be accessible to support performance of this social communication skill?
Edit visual supports created during instruction of this topic to meet the student’s on-going needs as he continues developing interpretation and response skills in other environments and situations. For example, use images from a thought comic or phrases from a situational story to create a flip-deck of miniature reminder cards that highlight the major points of interpreting sarcasm or just refer to a sample of various idioms. For a student who grasps the general concepts but still struggles with distinguishing sarcastic statements, teach him how to use the “Are You Being Sarcastic?” graphic organizer as an investigative tool; perhaps by adjusting it to fit on a mobile index card.
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, social narrative) to highlight (label) or emphasize key features or concepts?
As shown in some of the communication script examples, bolding or highlighting the idioms can help draw attention to the targeted phrase during early instruction of this topic. Additionally, use colors to further emphasize parts of a graphic organizer. One use may be to indicate “work-safe” and “work-unsafe” idioms by color-coding. For example, the “Idioms Chart” might include the phrase “That’s the bomb” highlighted in red to indicate “work-unsafe” if the student is working at a government building or airport. Consider whether you need to address idioms that are inappropriate because they relate to bathroom humor, sex, religion, politics, etc.
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?