What visual instructions or reminder cues should be accessible to support performance of this self-regulation skill?
Use the student-completed version of the “Envir-o-Meter” graphic organizer from this topic item as a quick reference tool. The filled-in visual can help the student assess a new setting by scanning his own list to look for any potential triggers in the current environment.
Below is an example of a “Break Card” reminder for handling stressful situations.
Below is an example of a “Coping Plan” card:
A cue card using text and images to illustrate suggestions for coping with a particular environmental stressor might also support the student. Below is one example that addresses temperature-related environmental stress:
All of these visual cues can be kept at a work desk, in a binder or daily folder, or modified to be carried by the student at all times in a pocket or wallet.
Refer to the Self-Identifying Anxiety and Self-Identifying Anger topics for more visual relaxation and coping strategies cues.
What visual organization cues (folders, bins, dividers, etc.) might minimize confusion and stress related to where items go when finished?
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?
