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?
If the student experiences less anxiety and greater independence when communicating via email, start with that form of communication and expand into telephone and in-person contacts. For many students, this may be the appropriate method to target first.
What visual supports will you use to help the student rehearse the expected behavior or skill?
Consider the use of such visual supports as scripts and scenarios, graphic organizers, visual cue cards, and video modeling. Several examples are included within the various elements of visual supports.
What type of prompting might you need to provide in the initial learning phase? How will you systematically and quickly fade your prompting?
In many cases, the method of contact will dictate the level and type of prompting you use in the initial stages. Once a single form of contact (e.g. emailing) is performed to a pre-determinedcriterion, try to adapt the existing (familiar) visual supports to aid the performance of other contact methods. For example, how can a script for a phone conversation be altered to support instruction of in-person conversations? You may find that it is not necessary to return to the initial prompting level as you introduce the new contact method.
When role-playing to teach skills, such as phone conversations, it is sometimes awkward and distracting to use verbal prompts during the performance. This type of “support” can actually just add more confusion since anything said will be off-script and really out-of-place within the scene. Therefore, before using role-plays, teach some visual cues that are more easily referenced by a subtle nod of your head or pointing.
Can the student discriminate between the more versus less appropriate response in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
Consider how you might incorporate visual cues into these role-play opportunities. For a simple example, try using two laminated sheets, one green and one red, to indicate “Right” and Wrong.” In a fun game-like activity, the student would hold up the sheets to label the actors’ behaviors as appropriate or inappropriate.
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?