Once the skill is performed accurately and independently under one condition, are you arranging multiple opportunities for the student to practice the skill with different people, and in multiple settings?
The caution here is that the opportunities for generalization may be more than the student can handle. Manage the generalization process by choosing the environments and the materials where you will intentionally reinforce the use of a system. Pay attention to the student’s level of frustration and identify those tasks that are most critical to success. Is that chaotic locker the last place that you want to focus on? Is concrete performance in specific tasks a better focus?
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
The involvement of multiple instructors is likely to mean attention by each instructor to the student’s performance with specific tasks. Is the instructor attentive to the movements of the student receiving work, putting up work, retrieving work for turning it in, using tools to complete a task? In coaching other instructors, it may be worthwhile to note that this does not necessarily mean constantly watching the student. It does mean catching the student using the system or just before he will use the system. It means guiding the student’s attention to visual cues that help him think about where it goes and then socially praising him.
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Consider whether the strategies such as labeling binders or lockers can be adapted to fit a vocational situation. Locker labeling or a structure system can be carried over to the locker at work. The visual books and supplies checklist needed for school and placed on a desk at home can be adapted as a supplies and materials list needed for the job and placed on the student’s work area table. If the student is moving on to post-secondary settings, consider the organizational structures you have developed in high school (e.g. 3-ring binder system, section labels and dividers, etc.) These systems may transfer to the post-secondary settings.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?