Snack Attack Visual Aids

8/3/2019 Snack Attack Visual Aids

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Snack Attack!

A School Food Service Jobs Program

Teacher-Created Materials By:

Andrew Harris

Jennifer Hildebrand


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Snack StoreThe Snack Attack Store sells food and drink items (e.g. chips, granola bars, bananas, candy

bars, pretzels, soda, water) to students and staff throughout the day. The Store is operated bythree student workers: the Greeter, who greets customers and takes their orders; the Cashier,

who takes customers money, records sales, and makes change; and the Clerk, who retrievesfood and drinks from the shelves and refrigerator and delivers customers orders. The Store

is located in our unit hallway between the Kitchen and Restaurant.


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Adapted Menu

A visually adapted menu is kept on a hallway bulletin behind the table used for the Store.Labels show the name, picture, and price of each food and drink item available for purchase.Visual aids include representations of coins and bills and photographs of available food and

drinks. The menu labels are all attached by Velcro and can be switched as the menu changesand food stocks are depleted. The menu also stores smaller visual matching labels that are

used to structure customer interactions and task completion.

Visual Matching Labels

Visual matching labels representing each menu choice help visually structure all steps of theStore transaction process. One set of matching labels is kept on the menu, and another is

kept on the outside of the boxes containing food for purchase. For each transaction, thecustomers desired snack order is represented and tracked by a small picture label that starts

at the menu, is handed from student to student, and is finally matched to an identical label ona food box, where the food is stored.


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Visual Task Analyses

Student working at the Store jobs (Greeter, Cashier, Clerk) use visual task analysis work

systems with picture and text directions for each subtask of their jobs. The team of threeworkers completes transactions collaboratively, with each student worker prompting the next

worker after completing their work routine. Picture directions are photographs of studentsmodeling the Store work tasks.

Modular Social Scripts

Social scripts, visual aids to help cue communication, are embedded in the visual task

analyses used by Store workers. Social scripts are color-coded yellow to help studentsunderstand that they are meant to speak these words, while task directions are printed black

on white. During each transaction, students match picture labels corresponding to customersfood orders, allowing planned variation in the content of the social scripts based on setting

and interaction.


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Communication Devices

Nonverbal students performing the Clerk job use a one-button talker switch that speaks thephrase Which one? Use of this AAC device facilitates interactions and language

pragmatics (initiating interaction, attending to conversant, waiting for response). Nonverbalstudents are included as part of meaningful, socially rich interactions while working at the

Store.

Coin Cards

Students working as Cashier use coin cards to count out prices of items and make change.Starting with a dollar worth of quarters from the customer, students use 1:1 visual matching

to fill a coin card representing the purchase price. Coins left on the table are given back tothe customer as change, while coins on the card are added to the money box. For students

who are becoming independent of these coin card aids, flash cards representing the sameinformation are used.


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RestaurantOur student-run Restaurant serves snacks to students from our school three days a week.

Student customers order food from a student Waiter and eat their snacks in the Restaurant, a

temporarily converted classroom in the unit. Food is prepared in an adjacent classroom thatis used as the Kitchen.


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Adapted Menus

Adapted menus for customers at the Restaurant include both text-only written labels and

picture + text moveable labels for reading and communicating snack choices. Menus areassembled and written daily by a student worker.

Visual Matching Labels

Twelve color- and number-coded visual matching labels structure customer interactions, task

progress and completion, and order tracking for students working the Waiter job. A uniquematching circle is placed at each customers seat and serves as a matching aid for setting

tables and taking customers orders. A second set of identical matching labels is used in theKitchen to determine which snacks should be cooked, fill plates of prepared food, and serve

snacks to customers.


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Ordering Clipboard

Students working as Waiter use a clipboard to take orders by moving Velcro picture labelsfrom customers menus to the space corresponding to their visual matching label. Students

who are able to write can use a second clipboard (not pictured) with space for writing with adry erase marker.

Leveled Social Scripts

Students working as Waiter use social scripts attached to the Ordering Clipboard, leveled bylength and formality according to verbal ability. Scripts are attached by Velcro and can be

quickly changed to accommodate individual student workers.


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Work System: Waiter

A TEACCH-style visual work system board structures the subtasks of the Waiter job. Allpicture/text directions are moveable Velcro labels that can be moved to a finished pouch

when each task has been completed. Visual cues are photographs of student workersmodeling each task.


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Other JobsDuring the morning, some students perform additional support jobs, including counting the

Stores food and drink stocks, calculating the sales for each day, and maintaining a monthlyRestaurant calendar. These jobs enable students to use more advanced math and literacy

skills in the meaningful context of school jobs.


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Calendar

A visually adapted calendar shows information about the Restaurant, including the dateswhen it is open, the classes that are visiting (and at what time), and the menu for each day.

Each class of customers is color-coded, and other types of information are also given uniquecolors (date, closed, menu item). All menu item labels include text paired with pictures.

Each month a student worker updates the calendar using information from a text-onlycalendar printout.


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Accounting

Accounting is a higher-level student job performed outside of the hours of normal operation.

In the morning, a rotating group of students determines the total earning from each day usingdaily sales sheets completed by the Cashier (not pictured). At the end of each month, daily

sales are totaled to determine monthly sales. Depending on readiness level, studentscomplete these tasks using typographical calculation or with the aid of a calculator. Visual

modeling of relevant calculations is included on each worksheet through the use of writtenformula directions.


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Inventory

Student workers also perform an Inventory job by counting the number of each type of Storeitem currently in stock. Depending on readiness level, students may use skip counting by 5s

using visual matching boards (pictured, bottom) by matching five items to the first sheet,circling the first 5 on the second sheet, and repeating until all items have been counted.

Other students use a large 1-by-1 counting board (not pictured) to match each item insequence and record the number printed under the last item placed. All students working the

Inventory job record the quantities of Store items on the Inventory sheet (pictured, top).

These figures are used to check sales records during bookkeeping.

Count 5 Items

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Snack Attack Visual Aids

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