Shows students what to do and what the reinforcer or preferred activity will be when they finish., When to use: , Use as a visual support for transitions. Use to show a reward or activity that may motivate a student to engage in a less preferred activity. Use with students who ask for reinforcers or preferred activities often. , How to use: , Show the student the first/then card, point to the two symbols, and say “First (Activity 1), then (Activity 2)”. If the student resists or gets off task, show them the card again and repeat this phrase. When the first activity is done, show the student the first/then card again and say “(Activity 1) finished!” while pointing at the first visual on the card. Then point to the second activity and…, Tips: , This tool is only effective when Activity 2 is either one of the student's reinforcers or a more preferred activity. It is important that Activity 2 be started right after Activity 1 is finished, or the student will not understand that finishing Activity 1 is what allowed them to do Activity 2. The “Then” activity should not move to the “First” activity upon the completion of the less preferred…
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A visual scale to identify and discuss student feelings and emotions., When to use: , When a visual is needed to support development of appropriate social behaviors, emotions, and other abstract ideas. Use to help students identify feelings, appropriate social behaviors, or other abstract ideas. , How to use: , Identify a target social behavior, emotion, or other idea Fill out the scale Practice using the scale with the student often using modeling, prompting, and reinforcement. Explicitly teach expected behaviors using modeling, prompting, and reinforcement. After the student gets used to the scale, try asking them where they think they are on the scale and what they can do to get back to a 1. , Tip: , Have the student participate in building the scale. This gives them the opportunity to reflect on their own behaviors and emotions objectively during the creation process, and increases the likelihood that they will identify with what is written on the scale when they use it.
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Signals “I need help” allowing a student to initiate adult interaction in order to get needs met., When to use: , Use to encourage taking initiative and to build independence in students. Use with students who may not verbally ask for help or raise their hand. , How to use: , The student can use the card to ask for help in a number of ways depending on the setting and the student’s abilities: touching or pointing to the card. handing the card to the teacher. placing the card/designated item on a marked spot on the desk or a token board. holding the card up. turning over a card that is placed on their desk. Respond as quickly as you are able. When the student…, Teaching Using a Help Card:, Create a situation where the student will need help, such as placing a toy on a shelf out of reach, opening a bag of crackers, or withholding a supply necessary to complete an assignment. Put the help card where the student can see it and within reach. Tell them “This is your help card. You can use it to ask for help.” When the student starts to get upset or unsuccessfully attempts to retrieve…, Tips: , Use with students who exhibit challenging behaviors when frustrated. It is especially important to respond immediately to teach this as an alternate behavior for these students. Use with students who may sit passively and not alert the teacher when help is needed. Classwide systems may be implemented if the teacher finds it useful. , Variations:, A help signal can be something other than a card. One example is having the student place their water bottle in a specific place (tape X on desk) to signal they need help. An object, such as a cup, can be tethered to a desk using tape and string or velcro. When a student needs help, they will place that item on their desk.
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List of activities in a student’s day to provide structure, predictability and build independence., When to use: , Use for every transition to provide clear expectations of activities, locations, and/or who they will be working with. Use to build independence. Use to provide structure and predictability. , How to use: , List all the student’s activities for their day. Decide format for schedule (object, picture, written, or combination) and direction of schedule (top to bottom or left to right). Decide where the schedule will be posted. Decide how to cue the student to check their schedule. This can be a verbal cue such as “check schedule” or a transition card. Decide how the student will indicate the…, Tips: , Pictures can be a real photo or from a picture program such as Boardmaker. Pictures should be easy for the student to determine the relevant stimuli, free of extraneous elements. Individual schedules should reflect the student’s current needs and abilities. For example, when a student learns to read, the pictures can be faded from their schedule. Written schedules can be laminated and used with…, How to teach: , When talking about the schedule with the student, show them the icon and use the target word or phrase to support language and literacy development. Provide the prompting level necessary for the student to successfully complete each step. Give the student the cue to check their schedule. Use language such as “It’s time to check your schedule.” Walk with the student to the location of their…, Variations: , Schedules can be full day or partial day. Schedules can be mobile instead of posted, such as a folder schedule, or with the use of technology.
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Collection of short visual rules of appropriate behaviors for a student with self-management skills., When to use: , Use visual supports to replace verbal directions or prompts (or make them more effective). Use with a student who demonstrates the ability to self-manage. , How to use: , Identify frequently used self-management skills the student has mastered and which need to be maintained and/or generalized. On card stock create a visual and general rule (ex. I will have a calm body.) with no more than two supporting detail statements (ex. Keep hands and feet to myself. Remain seated at my desk.). Student carries the rules on a ring or in a binder for quick reference. …, Tips: , Incorporating the student’s topic of interest may increase their motivation to follow the rule. The student should review and even practice the rules with an adult occasionally to ensure continued understanding. Social narratives used in the teaching phase may be turned into key chain rules as mastery is achieved. , Variation: , For a student who has not mastered self-management skills, an adult may carry a set of key chain rules. Staff members use them as directions or prompts (or to make them more effective). Staff members may use the rules to quickly redirect behavior.
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Visual to reinforce or replace the verbal direction to line up., When to use: , Use to replace or reinforce verbal directions. Use to quickly and quietly redirect a student. , Tip: , Make sure that the student is able to ‘line up’ before using this visual. A student must be taught how to line up before a visual will help them remember to line up. , How to use: , Use the cue card to visually reinforce verbal directions, or as nonverbal reminders. Be sure the student can see the cue card. , Tips: , Use a photograph of the student lining up instead of a line drawing to increase student ownership and understanding of the desired behavior. Keep several cue cards on a key ring or lanyard for easy access to commonly used directions during student interactions throughout the day. See Behavior Cue Cards for an example.
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Visual prompt to remind students where to stand when lining up., When to use: , Use to replace verbal reminders or prompts. Use when a student has difficulty lining up, waiting in line, or maintaining their place in line. Use to quickly and quietly redirect a student. Use when lining up to make a transition. , Tips: , Make sure the student is taught where to line up. Some students may need to practice lining up on their spot multiple times before they are able to do it without additional support. Video modeling may be an effective tool to help teach this to students who need additional support. , How to use:, Teach the student to stand on their specific marker when provided a prompt (verbal or visual) to line up. Practice lining up with the student individually, in small groups, and then as a class. , Tips: , To extend the life of your markers, use packing tape and cover the entire marker when affixing them to the floor. If the expectation is to stand in line before the next transition, students should be taught what waiting looks like and sounds like when in line. A wait card may be used to provide visual support to a student learning to wait or one who needs reminders of the expectations.
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Show steps of an activity., When to use: , Use to show the individual steps of an activity or routine. Use to help students and staff follow steps consistently. Use as a reminder of the appropriate order of steps. , How to use: , Break the task down into steps. Create a cue card strip with a visual and text for each step. Place the laminated mini schedule where students can easily see it while performing the task or activity (e.g.- put a hand washing mini schedule above the sink or include a mini schedule with a structured work system). Adjust and fade the steps as needed. , Variation: , Mini schedules can be made so that students can pull individually laminated cards off of a velcro strip and move them to a second strip or place them in a “finished box” to keep track of which step they are on. This may work well with a structured work system where the order can be changed as needed to provide variety.
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This sample UDL Lesson Plan Form can be used to encourage teachers to design lessons that meet the unique learning characteristics of their students. This document aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 1.
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Visual support to define what work, how much work, when the work is finished, and what to do next., When to use: , Use when a student is expected to complete work independently. , Tip: , The student must be working on mastered tasks. This is an opportunity for fluency, maintenance, or generalization. , How to use: , Place START and FINISHED containers in student work area. START is on the left and FINISHED is on the right. Place numbered tasks in the START container. Place the check off task directions in the student work area. Include a writing utensil. Student completes tasks in order. Student checks off each task as it is put in the FINISHED container. When all of the tasks are completed, the…, Tips: , This work system can be implemented in a general education classroom. The final visual (what to do next) is usually a reinforcing activity. This increases motivation to complete the tasks. Using the shortest or easiest task as Task 1 may help a student get started and build behavioral momentum. , Variations: , You may use office stacking trays, folders, or accordion folders to organize materials at the student work area.
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