Participation in the formal vocational program is viewed as an important promotion by many students. Success rests heavily on a number of prerequisites that are centered around student behavior being under control and instructional skills and habits being in place so that time is spent on activities that are specific to the vocational setting:
Major aggressive, disruptive, destructive and self-injurious behaviors are under some control.
Some independent in-seat and on-task behaviors are demonstrated:
• on-going 1:1 instruction and monitoring are not required
• instructional tolerance is at least minimally established
• the ability to follow a demonstration
• some initiation around work, personal needs is demonstrated
• some sustained independent activity is engaged
• eye contact with materials and instructor is demonstrated
Minimal (semi-independent) toileting skills are established.
Motivators or motivational systems have been developed or discovered for the student.
Major aggressive, disruptive, destructive and self-injurious behaviors are under some control.
Some independent in-seat and on-task behaviors are demonstrated:
• on-going 1:1 instruction and monitoring are not required
• instructional tolerance is at least minimally established
• the ability to follow a demonstration
• some initiation around work, personal needs is demonstrated
• some sustained independent activity is engaged
• eye contact with materials and instructor is demonstrated
Important underlying concepts:
•1-to-1 correspondence is established
• discrimination on basis of color, size, shape, etc
• use of left-to-right progression and other sequences
• ability to use a model
• maintain pre-established organization of materials
• maintain pre-established organization of materials
Minimal (semi-independent) toileting skills are established.
Motivators or motivational systems have been developed or discovered for the student.
