What visual instructions or reminder cues should be present in each space to support sequenced and organized performance?
As noted previously, a simple set of visual instructions can guide the steps of the plan. You must determine what additional spaces and cues are necessary to support the student in using the plan.
As noted in Communication Systems, Scripts and Scenarios, the specific reminder card for a specific problem may be necessary for the student to deal with a conflict or problem situation in the problem solving process. The reminder card may include scripted guidance in solving the problem. The card should be available to the student when the peers are meeting to problem solve and to determine the final steps of the project.
Where should these be placed?
After initial practice, will the instructions or reminder cards be kept in a divider in the notebook for “Cooperative Projects”? Or will they be stapled to the project description provided by the teacher? Make sure that the storage of these instructions is in a predictable and accessible location to facilitate independent use.
How can I organize the materials (or help the student organize) to support performance of the tasks that the student is to complete as a part of this collaborative project? Where do materials go when they are finished?
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, schedule, to-do list, graphic organizer, social narrative, and/or video model) to highlight (label) or emphasize key features or concepts?
Does the student need a consistent and quiet place to meet with his co-worker so that he is not distracted or overwhelmed? Consistency of space can facilitate focus.
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?
