What visual instructions or reminder cues should be accessible to support performance of this social communication skill?
Where should these be placed?
In contrast with the graphic organizer that shows a ‘set’ of behaviors that illustrate a concept, the visual instruction provides specific direction in what to do. Both may be necessary, depending on circumstances and student needs.
If there are specific issues in the instructional setting or the work environment, what reminder card or visual cue can be placed in an easily visible spot to support the student’s performance in that specific skill?
For instance, at break time, a particular student likes to play Sudoku on his iPad. This very solitary activity is a good way for him to be alone, self-regulate and get ready to go back to work. However, this student is capable of greetings, goodbyes and simple conversation as well. When playing this game, he can often ignore serious commotion, much less his co-workers who may be talking to him. He has learned to use the graphic organizer that shows how he behaves with a supervisor and with co-workers. In the break area when he is on the iPad, he requires an additional reminder:
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, and / or video model) to highlight (label) or emphasize key features or concepts?
Consider where the visual reminder card should be kept. It can be placed discreetly at the space where the student will use it. When the student takes a break, he may need to review the card before starting his game. If so, the card can be placed in the IPad case or on the iPad.
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?
