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?
It will take time and practice to shape the student’s test-taking skills. You might start by presenting short practice assessments, and then systematically increasing the length of the test. Similarly, you would systematically increase the difficulty of the practice assessments. Some answer formats are more challenging than others. For example, responding to standard multiple choice (a-d) questions might be easier than responding to questions that require the applicant to rate the response from “highly ineffective” to “highly effective.”
If the student is more likely to be successful in responding to questions that assess his ability to follow workplace rules and regulations, start there. Then, systematically move to questions that assess more challenging issues for the student (e.g. team work, conflict resolution, customer service orientation).
What visual supports (instructions, reminder cues, etc.) will you use to help the student rehearse the skill?
For example, within a visual cue card, can you identify a sequence that the student might refer to as he “processes” each question?
What type of prompting might you need to provide in the initial learning phase?
Initially, it may be necessary for you to go through each question, break the question down for the student, help the student to identify bad answer choices, and then to select the best answer. You may model a “think aloud,” where you verbalize your own thought process as you read the question, eliminate choices, and select the best answer from several seductive choices.
Over time, you would shift the student’s attention to subtle visual reminders that help him recall how to approach each question (the steps to follow, hints about “red flag” responses, etc.).
Can the student discriminate between the more versus less appropriate response to a test question? Are you arranging opportunities for the student to make such discriminations?
Below are two fully developed practice assessments and answer keys. These assessments contain a range of questions and answer choice formats.
Are you arranging frequent practice opportunities to build fluency through repetition?
Vocational Rehabilitation staff, job coaches, occupational education teachers, and school system transition coordinators might be able to provide you with additional practice assessments. You can also obtain a number of real employment assessments online. In some cases, the student can practice completing these without actually submitting the assessment for consideration.
It will benefit the student to engage in opportunities to practice responding to situations that are similar to those presented within the assessments. Role-playing scenarios will help to crystallize some of the concepts and appropriate responses related to teamwork, reliability, conflict resolution, etc.
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?
