Cara, a high school student with a mild intellectual disability, works as a library aide for part of the day to help her prepare for employment after high school. Observation data collected by the librarian and paraprofessional indicate that Cara becomes upset and shuts down when shelving stacks of books and organizing library materials. Which of the following strategies can best help Cara perform these tasks successfully?

While pairing Cara with a peer buddy may offer some immediate support, it does not address her need to learn and develop the skills necessary for independent task completion. Relying on a peer to complete tasks may inadvertently hinder her growth and understanding of her responsibilities as a library aide.

Reading a social story can provide Cara with valuable insights into workplace behavior, but it does not directly assist her in managing the physical tasks she struggles with. This strategy focuses on interpersonal skills rather than the practical aspects of shelving and organizing books, which is where she requires the most support.

While a training video can provide Cara with useful information about her role, it may not effectively translate into practical skills without hands-on practice. Watching a video does not allow for immediate feedback or adaptation to her learning needs, which are crucial for her success in performing the tasks.