Target Selection and Task Analysis:

In what contexts does the student need to display this skill, now and in the future?

What are all of the steps that comprise this skill?

While this topic incorporates a wide range of skill areas, a general breakdown for contacting references is:

1. Prepare a Resume to share with references (see “Resume” intervention topic)
2. Identify References (see “Identifying References” intervention topic)
3. Organize contact information for references (use “References Worksheet” from “Identifying References” topic)
4. Determine method of contact for each reference:  telephone, email, or in-person.
5. Plan what to say (and how to say it) using cues, scripts, social narratives, role playing, and video modeling.  Practice, practice, practice!
6. Contact each potential reference to a) ask the person to be a reference, b) explain the position for which the student is applying, c) answer questions, d) offer to share the resume.

What sub-skill should you target first for the student to initiate?  Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step? 

Contacting references requires multiple communication skill sets in the areas of email, telephone, and in-person.  With the goal of eventually teaching all three areas, it is best to start in whichever is already a relative strength for the student, or at least is of his highest interest.  Provide instruction aided by visual supports to teach communication unique to each form of contact:

• Email:
  1. Parts of an email (salutation, 1-paragraph, indication that resume is attached, closing line of appreciation, etc.).
  2. Rules (avoid informal language and phrases such as “LOL,” wait 1-week for response, etc.).
     
     
• Telephone:
  1. Planning what to say & using a script.
  2. Responding to unexpected questions or rejection.
  3. Leaving a message with a receptionist or voicemail.
  4. Rules (appropriate call times, voice volume, “listen,” etc.)
     
     
• In-Person:
  1. Determining when & where to ask.
  2. Planning what to say & using notes.
  3. Rules (Face and body language, voice volume & tone, dress code, etc.)