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?
In nearly all cases, it is not appropriate to target completion of a resume within one sitting. Break down the process into chunks, beginning with the required resume information: Student’s address – what is it, and where does it go within the resume? Then, move to the work history – what is it, and where does it go within the resume? Systematically add one more part, as the student shows success with the initial parts.
What visual supports will you use to help the student devise each part of the resume?
Graphic organizers are a great tool and provide lots of options. Some students might only need a blank template, but others will benefit from the addition of a sample resume with color-coded sections matching the blank template (e.g. Name and contact info is highlighted in blue on each form). A to-do list can help the student stay on task and organized while various rule and reminder cards can guide the student through the proofreading process.
What type of prompting might you need to provide in the initial learning phase?
Verbal and modeling prompts are common when initially teaching this type of skill. Such support is likely as the student learns how to organize information into sections. Furthermore, you might need to verbally and visually model for the student appropriate phrasing and descriptions on the resume (e.g. “Organized and loaded supplies’ to replace “Moved things”). Visual supports can promote independence in many areas of resume development – for example, a proofreading reminder card (Is it 12 font? Did you conduct a spell check? etc.) might serve to replace the verbal prompts you provide. Initially, you would model referencing and adhering to this reminder card (“Let me see the card – is it 12 font? – yes, I can check that one off the list….”) and gradually guide the student in referencing and adhering to the card, without any prompting from you.
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?
Can the student discriminate between a vague versus precise description of work or educational experience within a resume? Can the student discriminate between a resume with errors (misspellings, word omissions, etc.) versus one without errors? Are you arranging opportunities for the student to make such discriminations?
Are you arranging frequent practice opportunities to build fluency through repetition?
It is unlikely that the student will tackle this entire topic in one sitting, regardless of how tedious your planning. Break up the components into separate tasks to be completed over time. For example, the student may focus only on writing out his work history as one activity, then work on other parts of the resume throughout the week. As the student progresses, provide a template for him to complete more parts simultaneously, eventually leading to successful development of his full resume. This approach allows repetitive practice of smaller units while systematically chaining the individual skills.
Note that many students will also require practice in precisely naming (e.g. “JacquinBaker_Resume” instead of “word1.doc”) and electronically storing the resume in a location that is easy to access.
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?