What type of graphic organizer might the student require in order to visually represent and organize the concepts, feelings, or behaviors that relate to this particular topic?
The uses of graphic organizers are incredibly diverse for this topic: they can help with identification of antecedents, the recognition of anxious thoughts, and the evaluation and rehearsal of coping strategies. Additionally, many of the graphic organizers listed below (as well as those you develop) can easily be adapted for use as post-lesson visual reminder cues.
There is a wide array of examples offered below. It is not advisable that you introduce all of these visual supports. Rather, select the one(s) that are most appropriate for the student, and then introduce them in a systematic fashion:
This “Anxiety Thermometer” is a 3-page worksheet that encompasses several pieces of this skill. It provides a clear visual representation of the levels of anxiety with spaces to attach triggers and coping strategies unique to each level:
The “Volcano Scale” organizer uses a number scale and unique visual cues to help provide concrete recognition of the physical and emotional cues of stress:
These documents work together to identify antecedents or triggers:
The following graphic organizers show options for coping strategies (with and without visual picture cues):
This decision making guide provides an organized method for considering the pros and cons of options when encountering a stressful issue:
It is difficult for anyone to always perform with absolute perfection. This “Take 5 T-Chart” is great for self-reflection on how previous situations were handled and how they could have been handled better:
What works as a coping strategy for one person may not work for another. This “What Relaxes You?” form provides an extensive checklist of options for possible strategies:
After the student has explored possible coping strategies, this form can serve as another tool for organizing options for calming. Like many of the graphic organizers, this lends itself to serve as a visual cue in the form of a reminder to be kept in the student’s work setting.
Is there a way to visually or thematically incorporate the student’s interests into this graphic organizer to increase motivation and engagement?
What additional visual clarity cues (e.g. icons, bolding, highlighting, color-coding) might you add to the graphic organizer to clarify concepts and to direct attention to key details?
For example, on the above “Decision Making Guide,” perhaps the student would benefit from more differentiation between “pros” and “cons” by color-coding the bubbles (ex: green around the “pros” bubbles, red around the “cons” bubbles). Using such color-coding can also help you link multiple organizers. In this example, you may have the student select pros and cons from pre-made lists or word banks that you created. The word banks would be housed within color-corresponding boxes on a separate form (green for possible “pros,” red for possible “cons”). This way, the student would refer to the green word bank for ideas to place in the “pro” section of the “Decision Making Guide,” and the red word bank for “cons.”
In order to align this intervention topic area with the unique needs of the student, do you need to create a graphic organizer in the View2do program?
