Are you arranging opportunities for the student to practice editing the resume for a variety of positions?
While the majority of the finalized resume will remain intact, it is often necessary to make subtle adjustments to best represent the skills applicable to a specific job. This requires planning and selection of what to remove and what to add based on judgment of the student’s most “related” experiences. Remember, the resume of an entry-level candidate should not exceed one page, so the student may also need practice determining what is most relevant to include, in order to maintain the appropriate length of the resume.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
We all use templates for creating various documents such as resumes, thank you letters, or marketing brochures. Teaching the student to use a template for developing a resume is highly recommended. Additionally, a rule card or small graphic outlining the parts of a resume can be useful.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?
Since this skill is likely to be taught over time, be sure to systematically track the student’s progress. If she performs well with certain tasks, note any differences in instruction or relatively helpful visual supports. If she shows little progress or comprehension across attempts, use your data to see what techniques are being used and are not producing successful results, and make necessary changes to instructional and visual elements.