What visual instructions or reminder cues should be accessible to support performance of this social communication and self-regulation skill?
Waiting to interrupt can be very challenging for some individuals. If a student can see that someone is busy, but he feels a sense of urgency (I need your help with a task now, I have a question and I want it answered now, etc.), consider whether you might use visual instructions and reminder cues to support the student in knowing what to do during this waiting period. Simply saying “wait” without defining what to do will likely set the student up for failure. Repeated opportunities to practice the strategies depicted on the visual cue will be critical to success. When he is inclined to interrupt in the moment, you can refer him to the visual cue to support appropriate responding:
Perhaps the student uses a reminder card for items to help him remember what issues warrant immediate interruption, versus those that can wait. Align these cues to the most relevant aspects of the student’s work or school situation.
Or perhaps the student needs the key “busy signals” depicted on a reminder card:
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, communication script or scenario, graphic organizer, social narrative, and/or video model) to highlight (label) or emphasize key features or concepts?
As the student learns to appropriately interrupt others, she may benefit from various supports added to the environment that have not otherwise been discussed within this unit. For example, if the student is learning to stop and knock on closed doors, you may add a visual cue to the doors around the classroom or jobsite to remind her of the rule. These cues may or may not be eventually removed based on the student’s needs.
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
