How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student? As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
For many students, time seems unimportant or they may lose track of time. A specific hobby, interest, or a TV show that is motivating to the student might be a place to start practicing arriving on time. If the video gaming club meets at 3:00 on Tuesdays, how will the student remember to get there on time? He will need to understand if he is late he may not be able to play the game of interest or play with the partner of choice. The student might be more motivated to write it on his calendar, set his watch, or include it on his visual checklist in order to make it on time. Is there a certain person in school or on a job site that the student is eager to see? A written checklist or schedule might motivate the student to make sure he is on time so he can see the favored person.
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
The student might resist the use of a visual scheduling system and argue that he can in fact remember when events are scheduled. He might even arrive on time, but just barely (and therefore arrives less organized, less focused). For this student, the issue may not be his recall of scheduled events, but rather, his ability to organize himself and shift focus away from one activity in order to transition efficiently to the next event on time. In these cases, it may be necessary to use concrete, visible records of past events (tardy record, written summaries of performance from instructors, missed assignments and grades – consequences that resulted from late arrivals) to support why change is needed.
Some students may not understand the importance of arriving on time and need to see the potential consequences. A decision tree could be used to visually show the sequence of consequences for arriving on time versus arriving late.
Through the use of social narratives, video scenarios and role-playing, the student might obtain a better understanding of the consequences of being late, especially if it is something he really wants to do such as working at a video gaming design or computer company.
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
"Organization and Self Direction - Dependability and Responsibility 1"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
For example, if you are working with the student to identify the more complex “gray area” situations where it might be okay to be late and why (e.g. various social situations), intersperse those examples with ones that are easier for the student to identify correctly (e.g. Those with a clear “rule” - I must always be right on time for class, for work, for appointments).
Before the student encounters a situation where he will need to arrive on time, how do you help the student prepare? How do you orient the student to the upcoming situation?
In general, consider the organizational activities that the student should engage in on the night before school – file all papers in notebook sections; place all necessary materials in a bag or backpack; charge cell phone; obtain money for lunch or pack a lunch; locate student ID, place it in wallet, etc. A visual checklist can assist the student in moving through these organizational tasks in a sequential, thorough fashion. This activity primes the student for his upcoming day at school (or work).
On new job sites, times might vary for various tasks and breaks. Use the same type of written checklists or schedules the student is currently using at school and adapt them to the work environment schedule to maintain the success of the student. Review the visual schedule and upcoming new routines multiple times prior to the first day, and use role-play, social narratives, and checklists to effectively prime the student.