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?
Let’s say that the student picks at his skin at a high frequency during class. You and the student have determined that he does this when he feels anxious or bored. The long-term goal is that the student no longer picks at his skin when he feels anxious or bored during class. In the initial stages, it might be appropriate for the student to squeeze a stress ball, or pick at a piece of tape on the desk, instead of picking at his skin.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Consider the use of such visual supports as graphic organizers, reminder cards and instructions, and video models (depicting the appropriate, replacement behavior).
What type of prompting might you need to provide in the initial learning phase?
In the initial phase, you might need to apply verbal and gestural prompts to remind the student of what is expected, and to interrupt and redirect the behavior.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
Your goal is to shift the student’s attention to the subtle visual supports (reminder cards, behavior contract, coping cards) when he appears likely to engage in a particular behavior. One ultimate goal would be to fade out any behavior contract that emphasizes extrinsic consequences (i.e. reinforcing and punishing contingencies). However, other visual supports (e.g. coping cards, reminder cues) might remain in place long-term to sustain desired behavior.
Can the student discriminate between the more versus less appropriate response in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations? How can you use visual supports to assist discrimination?
Are you providing frequent opportunities for the student to practice the more appropriate, alternative response that will serve to replace (or in some cases delay) the private behavior?