VIDBE-Q Volume 65 Issue 4
the week can be completed in batches on the weekend to allow more time to focus
on the task than a weekday may allow. An area in the cabinet or refrigerator can be
defined for the snacks. The student can put away the snacks in the specified area
and retrieve one when it is time for a snack or to pack it for school. This simple
skill can then expand to the student getting out all the necessary materials for the
process, putting everything away, putting dirty utensils or dishes in the sink or
dishwasher, and cleaning the work surface. The students can also learn about
different tools in the kitchen and what is needed for different types of food. Other
concepts can be included such as counting and days of the week. For other
students, this routine can lead to discussions about meal planning. The ECC skills
involved can include independent living, career education (ex. time management
and organization), O&M, self-advocacy (ex. choice of snacks) and in general being
a participant in some of the home responsibilities.
As TVIs, we generally have a close working relationship with families. The
carryover between school and home can increase with better communication about
how a skill is taught. A video of the student working at school can assist the
families in helping the student at home. In addition, the family can also send
videos for teachers to see progress and assist with instruction. Giving the parent the
task analysis, language, and visual/tactile cues used in school for prompting can
create a more consistent program for the student. Being very specific about prompt
