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?
As a general guideline, when you consider the parts of an application, start with the section with which the student would be most familiar (e.g. personal information). Focus on the acquisition and organization of information required within that section first.
In one case, if the student is currently able to verbally report personal information and describe her employment history, can she also put the information in writing or type formats? Knowing the information and reporting it orally are great skills, but most job applications require submission of the information on an actual printed or online form. Teaching the student this process may require building secondary skills in spelling, grammar, and visual-spatial organization.
What environmental features and visual supports (to-do lists, graphic organizers, instructions, etc.) will you use to help the student practice obtaining and recording information?
What type of prompting might you need to provide in the initial learning phase? What is your plan for systematically and quickly fading your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
As the student begins the process of collecting and organizing information, be aware of the prompts you may be inadvertently providing: Nodding, saying “good job” or “next,” or gesturing towards the next section are all prompts that should be faded to promote the highest level of independence. Ideally, use graphic organizers with visual cues (e.g. color-coding) to help the student process the multiple sections, track how much information is being requested, and how to move through the form linearly when recording the information.
Are you arranging frequent practice opportunities to build fluency through repetition?
For example, it may take multiple rehearsal opportunities before the student can recall his social security number with consistency. When he automatically recalls his SSN, he does not have to carry his SSN card or a visual reminder cue with him (which puts him at risk for identify theft).
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?