In this issue we'll review the 3 pre-vocational activities that are currently available as ShoeboxTask options.  Each activity involves some form of assembly, attaching, and packaging;  all good skills that, once learned, will enhance ones' life experience.  The structure used in this shoebox form can be translated to other, larger settings, to broaden the scope of materials. 

 

We value our workers who show up every day to assemble and package our shoeboxtasks which then are sent out to customers throughout the world.  We recently gave one of our employees, Bucky, a raise, for all the good work he has done and continues to do for us.  His mother, Chris, works as a therapist for the Asheville TEACCH Center.  She wrote a social story to help Bucky understand the meaning of "getting a raise" which is a very abstract concept.  This is a good example of translating such a concept into a visual, more logical presentation that fits more nicely into how Bucky processes information.

  

                                     Megablok color match and assembly
 
 
          The student matches each of three Megabloks to their corresponding inset color on the lid, assembles them as one unit, and puts the completed assembly in the prescribed "finished" area.  It is important to teach a specific assembly order (top to bottom or bottom to top) to ensure the finished assemblies are all the same.  As the student's use of inset jigs, such as this one is expanded, routine ways of doing things have the potential to become strategies that can be adapted to a variety of tasks.
          The order of the colored cards can be varied to promote flexibility. These cards will withstand the normal pressure required to complete the activity.  In the event the student is heavy-handed, adding velcro should remedy the situation.  In extreme cases, taping the cards down might be necessary.  As with all of the ShoeboxTasks, assess whether or not the goal of the activity is a reasonable expectation for your student.  Similarly, assessing when s/he is ready for a less structured activity is equally important. 
          Mastery of this type of visual instruction and organization is foundational to many students attaining meaningful work later on in life.
          What other objects can be assembled by structuring them in a similar manner?

  

MATCH, ASSEMBLE, & PACKAGE

 

Match, Assemble and Package teaches organization through the use of visual structure.Two distinct packaging activities can be introduced to your student depending on their level of ability.

 
The more basic activity requires the student to match the starfish, heart, and rabbit to their corresponding image on the pictured inset, place these items in a zip-lock bag, and put the finished product in the space provided.  If bagging is not an option at this time, eliminate it by place masking tape over the holes.

The more advanced activity requires the student to first match the bolt, shoulder-washer, and wing-nut to their corresponding pictured inset, assemble these parts as one unit, place the assembly in a zip-lock bag, and put the finished product in the space provided. 

 
For the student who is able to match, assemble, and package the items, alternating the two activities will help promote flexibility and alleviate boredom.

We encourage adaptations to this task and/or creating new assembly and packaging materials of interest that will continue to engage and challenge the student.   
 

 

   

 

VARIATIONS

 
Young students with autism often use objects in rigid, routine ways. (For example, blocks always getting lined up but never being stacked or grouped together.) Variations is designed to demonstrate that objects can be used in a variety of ways. For example, a clothespin can be matched to a picture, dropped in a hole or attached to a lid. With appropriate structure and support, this flexibility in object use can be generalized to include other objects in other settings.
 
The student may be encouraged to shut the lids over the peg and bead canisters.  A small tool (i.e., flat head screwdriver) may be helpful in re-opening the lids. 
 
 

Carol Gray, director of the Gray Center for Social Learning and Understanding, developed social stories and comic strip conversations in 1991. 

 

The following social story is designed with Bucky's strengths in mind.  He reads with comprehension and certainly responds better when things are presented in very logical, straightforward ways.  Also, Bucky is a visual learner and social stories are a great way to impart abstract information in a visual manner, using words and pictures in the case of Bucky. 

 

 

 

 

 

 

 

 

These are some of the jobs you do.
 
   
 
 

 

 

 

  
A raise means you will get MORE money!