🛠️ Strategy: Visual Desk Checklist

Quick Summary

Target Goal: Reducing morning prompt fatigue, building task initiation, and managing material transitions independently. Best Suited For: BC Category G (Autism Spectrum Disorder) or Category Q (Learning Disabilities) students struggling with working memory, sequential processing, or overwhelm during unstructured transitions.

📋 EA Field Guide (How to Implement)

🎒 Materials & Location

Where are the physical tools stored? The master laminated checklists and Velcro strips are in the orange organizer bin on the shelf directly behind the teacher's desk.
Digital links/files to print replacements: G-Drive/Classroom-Resources/EF-Checklists/Arrival-Routine-Master.pdf

🚶‍♂️ Step-by-Step Routine

The Setup: Ensure the correct checklist strip (e.g., Arrival Routine or Math Clean-Up) is Velcroed to the top-right corner of the student's desk before they enter the room.
The Prompt: When the transition begins, do not give multiple verbal directions. Walk over, gently tap the desk next to the checklist, and use a gestural prompt (point to Step 1). Say the single phrase: "Check your list."
The Sequence: As the student completes each step (e.g., 1. Backpack away, 2. Planner out, 3. Pencil case on desk), they flip the laminated tab down to reveal a green checkmark or remove the Velcro icon and drop it into the "Done" pouch.
The Fade: Once the student starts the sequence, step back 3 to 5 feet to reduce prompt dependency. Reward independent progress with immediate positive reinforcement at the end of the chain.

🚨 Troubleshooting & Avoidance (When things go wrong)

If the student freezes or gets stuck on a step: Do not repeat the verbal instruction. Walk over and point directly to the specific visual icon they are stuck on. If they remain stuck after 10 seconds, drop down one level on the prompt hierarchy and provide a direct verbal prompt (e.g., "Take out your pencil case").
What NEVER to do: Do not clean up or organize the desk for them out of a desire to save time. This bypasses the executive function processing they are actively trying to build.
Signs this strategy is causing frustration: Look for pacing, finger tapping, or the student pulling the Velcro pieces off aggressively. If seen, the visual load might be too high. Simplify the list to only two steps instead of four, and provide heavy verbal co-regulation.

📊 Live Classroom Performance

This automated table tells you exactly which anonymous profiles respond best to this strategy based on your end-of-day data.

TABLE WITHOUT ID Profile AS "Learning Profile ID", round(average(rows.Effectiveness), 1) AS "Avg Success (1-5)", unique(rows.Prompt_Level) AS "Prompt Levels Recorded", unique(rows.Regulation_State) AS "Regulation States" FROM "Accommodation Journal/03_observations/Daily" WHERE Strategy = this.file.link GROUP BY Profile SORT round(average(rows.Effectiveness), 1) DESC