1. Cue…don’t Rescue An Empowerment Guide for
● Employers
● Skills Trainers ● Job Coaches ● Other Helpers
© Copyright Kathy Moeller. All Rights Reserved
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2. Cueing…

3. Rescuing…

4. Some important distinctions…
Helping a worker can involve rescuing, but only if cueing is not possible.
Employers or other helpers should not assume that workers who are learning to use My Bionic Brain® need to be “rescued”

5. Workers who are learning to use My Bionic Brain®
…are best served and empowered
for long-term success and greater
autonomy, when they are cued,
not rescued.

6. Cueing is accomplished by asking the right question(s)
If you, as an employer, are asked a question on a topic that you and the worker have covered previously…
“Do you have a Reference Note (on this topic)?”
“Is there anything else in your My Bionic Brain® Tool Kit that might help you answer this question (solve this problem)?”
“Would it be helpful to use your HELP Key?”

7. Examples of My Bionic Brain® sections the worker should look at include:

8. “Starting Work” “Doing Job” “Leaving Worksite”

9. Work Instructions Feedback

10. Also Reference Notes (sample)

11. STEPS Cards (for multi-step tasks)

12. Cue the worker to look here if agreed-upon Work Goals need review

13. Sample “Purple Project Pieces”

14. When troubling feelings happen

15. And if it appears that a reminder is throughout the work day would be helpful

16. “Lay of the Land” Tabs for accessing key work-related My Bionic Brain® sections

17. And if a worker needs immediate assistance…
They can press the red HELP key
HELP

18. Kinds of Instructional Cues
Direct Specific Dictated Instructional Cue
Please write this as a Memory Note (then dictate the verbiage): “Kathy M explained the difference between a Memory Note and a Schedule Entry.” What I am writing now is an example of a Memory Note””
Kathy M asked me to schedule the next webinar session on a SCHEDULE page. I did so and this is my Memory Note about it.
Directed Specific Instructional Cue (not dictated)
“Please write a Memory Note summarizing what we just talked about.”
?Please write a Memory Note detailing what we just talked about.”
“Please write a SCHEDULE entry about that…”
Direct Questioning Cue
“Based on what you have just learned, do you think it would be appropriate to writhe a Memory Note now?
“Now that the topic has changed, would a Memory Note be appropriate to write?”
“Where can you look for a cue about writing TALK TO entries?”
Indirect Questioning Cue
“What should be happening now”
“Where can you look for an appropriate cue”
“How can you cue yourself about that?”
Coached Silent Cue
“What question should you be asking yourself to know what to do next -- without me cueing you?
“I am not saying anything now, but that’s because I want you to learn to cue yourself for what to do next.”
Silent Cue
Coach is silent, with flat affect, in anticipation of giving student time to self cue.
Self Cue (the goal upon “graduation”)
Student takes appropriate action and use appropriate strategy without hesitation and without cueing from another person. This is the goal.

19. Quote by Dodie Newman, SLP on “cueing vs. rescuing”
“In my professional opinion, “Cue… Don’t Rescue” is a foundational principle in my practice. I have been providing services to persons with brain injury for over 20 years and following the principles of “Cue… Don’t Rescue” gives the person who learns to cue him or herself greater autonomy, independence and true “power” over their disability.”
In many cases, it makes all the difference between going back or not going back to work, or being success after returning to work. The goal is to teach and support “self cueing.”

20. Cognitive Harmonics, Inc.
For more information… or to schedule a GoToMeeting session on this topic:
Contact:
Kathy Moeller, BA, CBIS, Founder
BRAIN BOOK® Work Management System and
My Bionic Brain® electronic cognitive
prosthetic
Cognitive Harmonics, Inc.

21. Thank you for your time. E-mail: KathyM@MyBionicBrain.com
Website:
Cell:
To see “Ask Kathy M” Advice Column
Sponsored by the University of Missouri: ttp://dps.missouri.edu/resources/Ask_Kathy/kathy/kathy.html