What visual instructions or reminder cues should be accessible to support performance of these self-advocacy behaviors?
Refer back to the “Scale” graphic organizer that identifies what the student will do within the advocacy process. You might consider converting that agreed-upon list of the student’s responsibilities to a reminder cue that the student can refer to to follow through on his part of the “deal”:
Consider what elements you might lift from scripts to convert to reminder cues to which the student can regularly refer. Below are several examples:
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?
For instance, consider whether the student should add visual reminder cues to his paper-based schedule or auditory/visual cues to his electronic scheduling device in order to remember the dates and times of important meetings (e.g., IEP meetings).
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?
