Once the skill is performed accurately and independently under one condition, are you arranging multiple opportunities for the student to practice the skill in multiple settings and in various tasks?
If you teach the student to manage downtime in the classroom, make sure this skill can transfer over to other settings. Use the same types of strategies and supports (with adjustments for activities) in the work place that are used in the classroom. You will have to modify them to individualize them for the job setting.
Additionally, when teaching the student to manage downtime, make sure you provide variety as to when the downtime occurs. For example, the student may become familiar with what to do when they have finished their classwork, but have no idea what to do when they have finished a test early or when a substitute teacher is present. Thus, you will need to teach this skill in multiple situations so that it can be generalized.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
also serve as visual cues and reminders in real-world situations to help the student become more independent and less prompt-dependent. The visual supports should be able to fit into their workplace or classroom environments. Perhaps this means simplifying a situational story so that key phrases or bullet points fit on an index card, which is then taped on the inside of their desk. For example, you could write: “When you have finished your tasks, ask the instructor what to do next. If she is not around, you may read quietly at your desk.” Or, maybe this means making a to-do list transportable by putting it on a clipboard for the student to carry with them from activity to activity to refer to. Possibly, you may add a ‘downtime list’ to the end of the student’s work schedule so that it is easy for the student to access the information.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?