What visual instructions or reminder cues should be present in each space to support sequenced and organized performance?
Based on the student’s responsibilities and job expectations, consider what visual cues will be necessary for successful employment. For job tasks based primarily on physical movement or arranging merchandise, floor-maps and rule cards can support the student in moving freely and efficiently through space. If the student is in an office setting, visuals could be placed on certain doors to remind the student of restricted areas such as computer server closets or a closed-off conference room. When the student will be expected to engage with customers, he can carry a script or diagram of the store to assist with any questions he may be asked.
Develop visual cues that pertain to this specific student’s job tasks, incorporating his individual interests and addressing his level of comprehension.
Where should these visual cues be placed?
Visual cues and reminders can be mobile tools kept in the student’s pocket, notebook, or backpack. Additionally, visuals can be attached to specific items used by the student to complete tasks, such as a map on a rolling cart used to restock shelves in a retail setting.
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
Organization of space and materials is particularly important in retail shipping or receiving stations. As noted, there may be a seemingly chaotic retail discount store that lends itself to visual structure that will make the space sufficiently organized for the student to succeed in the setting.
When presenting merchandise in retail settings (chain stores), photo models are provided by management to guide clerks in providing a well-designed advertising display. One form of visual instruction is following a photo or model to replicate a display.
Silhouettes or diagrams on work tables may be worth considering in retail shipping and receiving operations.
Natural opportunities for visual organization cues can also be applied in an accounting or business office. Is there a box or container placed close to the fax machine that is labeled for work to be done by the student? Are receipts or accounts documents that are placed by all staff in a ‘data box’ or folder kept in a specific location so that the student can enter the data at a specific time? File folders, ‘in’ boxes and specific designated spaces can reduce interactions with co-workers that are complex, anxiety-provoking or efficiency-reducing. Organize the materials for efficiency and predictability!
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the environmental design, communication script or scenario, schedule, to-do list, graphic organizer, social narrative, and/or video model) to highlight (label) or emphasize key features or concepts?
In order to align this intervention topic area with the unique needs of the student, do you need to create visual instructions and reminder cues in the View2do program?