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?
As you have seen, the whole skill requires using markers of quality while working, double-checking when completed, and ‘handing it off.’ With the student, the initial target may be the first step – using the markers while working. Build competence through practice and repetition with one sub-skill and then target a second skill. Shaping involves taking an already learned skill and adding a new skill on top of it.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Because many students process information more effectively when it is delivered in visual form, the use of visual supports is likely a more effective approach than an auditory approach (verbally telling them what to do). When teaching a student to self-monitor the quality of their work, to-do lists, visual instructions and visual reminders will be most crucial. For example, a reminder card that defines the quality markers or specific directions on quality on an assignment sheet may serve as the cues the student will use in completing the task.
Graphic organizers can also provide practice to a student who is learning to gauge levels of completion or thoroughness of a task.
Communication scripts may be necessary to support the student in notifying the appropriate instructor/supervisor when a task is complete.
What type of prompting might you need to provide in the initial learning phase?
In the initial learning phase, it will likely help to demonstrate what the student should be doing. By modeling what you want the student to do, you are providing the student with a visual, hands-on learning experience. However, your goal is for the student to use the markers while working or in double-checking and then for the student to hand it in. Your personal prompts of any kind must be faded as quickly as possible. Your prompts must support the student in independently using the markers and you must be careful to not set up prompt dependency such that the student only uses the markers when you are there to remind him to do so.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
While you may decide to begin by modeling what the student should do, you will then need to fade out your involvement. After all, you are teaching the student to self-monitor, not monitor with your assistance. The fading process will vary depending on the needs of the student and depending on the nature of the task. Some students may need additional modeling of certain steps in the process. Others may be able to try a self-monitoring strategy with the instructor watching and providing feedback if necessary. While the instructor’s interaction fades, the use of visual supports will likely not fade completely. The goal is to eliminate the instructor’s guidance, but there is no need to eliminate visual instructions and reminders if they are helpful and allow for independence. The neurotypical mind may refer to a concept of quality while working; the autism mind may need a concrete visual cue to support the use of the concept.
Are you arranging frequent practice opportunities to build fluency through repetition?
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?