Flexible and Focused by Adel Najdowski

Author:Adel Najdowski [Najdowski, Adel C.]
Language: eng
Format: epub
ISBN: 9780128098349
Publisher: Elsevier Science
Published: 2017-01-15T00:00:00+00:00

• Can’t seem to part with old and unnecessary items

• Items are scattered throughout school backpack and desk with no particular rhyme or reason

In this chapter, the following lessons are provided for teaching organizational skills: (1) Cleaning the Bedroom, (2) Organizing Homework and School Supplies, and (3) Organizing Personal Spaces.

5.1 Cleaning Bedroom

5.1.1 Procedure

1. Organizational scheme. The first step is to come up with an organizational scheme for the bedroom. This involves making sure that the items that are in the bedroom have locations in which they are expected to be kept and that these locations are obvious to the learner. You can post labels or photos as needed. For example, you may choose to put labels on drawers, bins, and shelves that indicate what is stored in the respective locations. Furthermore, you may post photos next to the desk and closet indicating what a clean desk and closet look like.

2. Task analysis. Once the organizational scheme is indicated, use the Cleaning Bedroom Task Analysis (Fig. 5.1) to teach the learner to clean her bedroom independently.

3. Chaining. Determine whether the learner will be taught to complete the routine using forward, backward, or total task chaining. See Chapter 2, Principles Behind the Lessons, for more about chaining procedures.

4. Prompts. Determine what will keep the learner on task with cleaning her bedroom. Initially, the parent or interventionist will need to provide shadowing and/or devices to ensure the learner remains on task. See Chapter 2, Principles Behind the Lessons, for more about these prompting techniques. You can also teach the learner to fill out the task analysis himself so that he can self-monitor completion of the task.

5. Reinforcement. If using total task chaining, determine whether the learner will be provided access to a tangible reinforcer or token/point contingent upon each task in the routine or contingent upon completion of the entire routine. See Chapter 2, Principles Behind the Lessons, for more about how to develop an appropriate reinforcement system.

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