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?
For a student working in the shipping department of a retail setting, the entire job may involve 1) obtaining and reviewing the order, 2) obtaining those materials to be shipped from an assortment of shelves, 3) entering the data in a computer program to note inventory reductions, 4) packing the materials in an appropriate shipping container, 5) sealing the box, 6) producing an address label with another device or computer program, 7) using a postage machine to affix proper postage, and 8) placing the container in the correct space for delivery. In initial job training, the instructor or coach may open the computer’s inventory program to focus learning on the use of the program. The coach or instructor may also handle the production of the address label at first to assure success in using the inventory program before adding the address label program. As the student performs the order instructions, the computer program use, the packing process and the postage machine, what skill will the coach add to the expected performance one step at a time?
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
The schedule and to-do list are often critical to student independence on the job. Carefully prepare these materials so that actual practice of the hard skills occurs around the use of the visual supports. You are teaching the student to use the schedule, the to-do lists and the organization of these tools so that he performs the hard skills independently.
It may be necessary to devise a set of sequenced visual instructions for tasks that are complex for the student. Consider that multi-step tasks may sometimes become disorganized so help the student to consistently refer to a set of visual instructions, possibly checking off each step as completed to assure 100% success in performance. The instruction sheet may need to be laminated to support the ‘checking off’.
The use of visual instructions is particularly relevant in merchandise processing. The specific steps may vary as a result of the type of merchandise yet the ‘general’ process remains the same. The student may benefit from a file box of visual instructions that contains specific instructions for each type of merchandise. This can help prevent errors in processing.
*Keep in mind the length and complexity of a list of instructions that is within the student’s capacity to perform without monitoring or assistance.
The student will need repeated opportunities to practice responding to the visual cues that you arrange, as well as those cues that exist naturally in the work area. For example, as the student learns to use his file box for processing different types of merchandise, he may also require direction to other visual cues, including a sign over his work station to pick up trash when he finishes tasks or to reorganize his work station according to the cues on the station that keep needed materials organized. Over time, your directives to those visual cues must fade out.
What type of prompting might you need to provide in the initial learning phase? How do you time and fade the prompt to support the student in initiating the target behavior?
One key is to reduce personal prompts by focusing on a few target skills at a time. Second, assure the presence of visual supports that make it easy to fade your prompts. Of course, initially, you may show the student the step or task, verbally clarifying what to do. However, the student’s processing of verbal information must be considered when providing such prompts. Guided prompting, using physical prompts to support student performance must be faded quickly to prevent your becoming part of the task. Therefore, fade the physical prompts quickly to gestural prompts to the visual supports and reinforce the student for using those visual supports.
Are you arranging frequent practice opportunities to build fluency through repetition?
Initially, it is important to consistently expect the student to go to the visual support to find information rather than asking what to do next. As independent employees, we self-start and go about our workdays without asking constantly for guidance. How long would we keep our jobs if we did not self-start? Your goal is to build a routine of the student checking the list or schedule for what to do next. As noted above, you want to build reliance on the use of sequenced visual instructions to prevent mistakes that occur as a result of doing familiar tasks from memory. Thus, build a consistent pattern of using the visual instructions so that 100% success is more likely.
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?