Starting a Job: First-Step Task Box for Executive Function at Work

This getting started task box teaches task initiation at work. Students practice picking the first step of a job, starting without being told, and knowing what to do when they feel stuck at the start.

Why I made this: I once watched a student hold a broom for several minutes before sweeping. He was not refusing. He was not sure where to begin. He needed practice choosing a first step and a clear plan for moments when he felt stuck. This box gives that practice with real job site examples.

What's included:

• A 21-page PDF and an editable Word copy

• A teacher page with exact counts and a 2-week plan

• Level A: 12 near-errorless first-step cards with pictures, in 16 point type

• Level B: 24 cards with 3 real steps from the same job

• Level C: 24 twist cards such as a wrong tool, a missing list, or someone already started

• A getting started mat and a stuck at the start reference page

• 3 practice pages, an answer key with twists marked, an executive function data sheet, a 10-session graph, a try-it-for-real page with a 5-item adult check, and blank cards

How to use it: Teach the stuck at the start steps first: look at the list, ask one question, then try the first step. Students work one level at a time and use the self-check codes. After card work, give a real job without naming the first step and use the adult check to see what they do.

Who it's for: High school special education teachers, 18-21 program teachers, job coaches, and paras building job site independence with students ages 14 to 21.

Format: PDF, US Letter, 21 pages, plus an editable Word copy. Level markers use a word plus a shape, so the set works in black and white.

How this is different: Other job skill boxes teach following steps someone gives you or checking off work across a whole shift. This box is only about starting: choosing the first step, beginning without a prompt, and what to do when you are stuck.

Pairs with: Job skills task boxes on following directions, workplace behavior, and planning a shift once students can start work on their own.

Jeremy D. Gooch, 20+ years in education.