S1.13 - Organizational Skills, Page 4
Step 4: Complete the routine
Assist the consumer to implement the routine and look it over for needed changes. A time and date for trying the routine may be needed. Once the routine has been tried, fix any problems or errors in sequence or procedure and try it again. A well designed routine or activity will become easy to complete with practice.
Step 5: Consider additional modifications if necessary
An inability to get something done may point to not knowing how to get it done. It can also mean that resources, time, memory, or environmental conditions are inadequate or poorly organized. When trying to organize something, ask the following questions:
- Is the floor space sufficient for the activity?
- Is the spatial arrangement of the area appropriate to the activity?
- Are lighting, acoustics, and ventilation appropriate to the needs of the activity?
- Could the activity be simplified or made more efficient?
- Could a chart, bulletin board, or checklist be used to help remember steps or processes?
- Is there sufficient time allocated to completing the activity?
- Are there additional resources or natural supports needed to complete the activity?
Each phase of the SDCD Model recognizes the importance of identifying and removing or moving around environmental barriers. It is a good idea to assist the consumer when looking for environmental or natural supports that might be helpful.
When helping a consumer get organized, it may also be helpful to determine what type of organizational help is needed. The consumer may need assistance with organizing:
- Time by using schedules or day planners,
- Space by changing the way a room is set up,
- Information or materials by looking for better ways to store or display materials that are used in a activity, and
- Natural supports by matching activities with natural supports among friends or family members.
Page updated 10/30/06
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Web Resources
Jordan, T. (n.d.). Organizational tips. In Academic Support: Online learning strategies series: time management and organizational skills. Retrieved March 8, 2004, from http://home.att.net/~tmjordan/academic_support/orgtips.htm
Continuing Education.com Staff. (October 2001). Organizational skills and practices. In Pharmacy technician continuing education. Retrieved March 8, 2004, from http://www.continuingeducation.com/pharmtech/orgskills/orgskills.pdf?x=1069785303&t=
Hello Friend / Ennis William Cosby Foundation. (n.d.). Practicing organizational skills at home. In Hello friend: organizational skills for students with learning differences. Retrieved March 8, 2004, from http://www.hellofriend.org/parents/organizational.html
Coordinated Campaign for Learning Disabilities (CCLD). (1999). Tips for developing organizational skills in children. In Learning disabilities online: LD in-depth. Retrieved March 8, 2004, from http://www.ldonline.org/ld_indepth/parenting/ccld_organization.html
References
Jones, M. L., Lattimore, J., Ulicny, G. R., & , & Risley, T. R. (1986). Programming for engagement: Environmental design to control behavior disorders. In R. P. Barrett (Ed.), Treatment of severe behavior disorders: Contemporary approaches with the mentally retarded (pp. 123-155). New York: Plenum Press.
Wehmeyer, M. L., Lattimore, J., Jorgensen, J., Palmer, S., Thompson, E., & Schumaker, K. (2003). The self-determined career development model: A pilot study. Journal of Vocational Rehabilitation, 19, 79-87.
Winebrenner, S. (1996). Learning and studying in the content areas. In P. Espeland (Ed.), Teaching kids with learning difficulties in the regular classroom: Strategies and techniques every teacher can use to challenge and motivate struggling students (pp. 129-146). Minneapolis: Free Spirit Publishing Inc.
