What visual instructions or reminder cues should be present in each space to support sequenced and organized performance? Where should these be placed?
Labeling specific areas of the work space or classroom might be needed to remind the student where materials belong or should be placed. On job sites this could include labeling areas of a storage shed where tools should be placed. It could also include labeling pantry shelves with the names of the products so the student is either able to stock the shelves appropriately or retrieve specific products as needed.
Graphic organizers with lists of needed materials should be placed in a specific location where the student can access them independently for the various tasks. This could be on a desk or placed on a clipboard near the area where the materials are located. It could also be in a specified binder.
Reminder cards might be added to or attached to the student’s agenda for the student to use in organizing his materials. Reminders might need to be added to a student’s schedule.
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
The instructor is teaching the student to complete a task and to organize his performance around the task. To do this, make the organization part of the task. Build the directions or cues into the instructions. Make sure that the container organization and cues fit together. A small checklist could be taped onto a pencil case inside the student’s binder either listing what should be kept in it, or with a reminder to return the pencils to the case when finished. A labeled homework or finished box could be placed on a table or shelf near the student or by the door. The same type of labeled finished box could be used on a job site for finished tasks.
For a collating task, a large piece of paper could be cut to fit the top of the student’s work table. On the paper, outlines of the number of pages could be drawn, a space for the stapler or box of paper clips, and a finished box. The student would place the paper jig on the table, and set each packet of papers in the appropriate place along with the rest of the materials. All materials are now organized and ready for the student to begin the task.
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, to-do list, graphic organizer, or social narrative) to highlight (label) or emphasize key features or concepts?
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?
