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?
What would happen if Spider-Man was interrupted mid-swing by someone screaming “Help!” when the problem was just an untied shoe? If a caveman is engaged in deep conversation with another, but you see a vicious Tyrannosaurus Rex sneaking up from behind, what happens if you don’t interrupt them immediately? Use pop-culture, comics, school lessons, current events, or any other means of introducing the concept of interruptions to the student. Helping him appreciate the pros and cons of interruptions in various situations from such a perspective will increase interest and comprehension.
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?
Since many individuals tend to benefit from concrete guidelines to navigate complex and confusing social situations, you are likely to encounter arguments during instruction of interrupting others. Perhaps a student has been taught that a closed door equates to being busy which means “do not disturb.” That is a great rule to follow in most situations, but during a tornado, fire, or other emergency situation, it is appropriate to interrupt the person behind the door.
Perhaps the supervisor always keeps his or her door closed, and so it is necessary to knock and “interrupt” when the employee needs assistance or clarification in order to complete a work task.
Some individuals might not realize that the way that they interrupt others is perceived as rude, persistent, and inappropriate. Use social narratives, rule cards, graphic organizers, or role-play scenarios to explore the appropriate choices to make in a variety of situations. Use comedy and imaginative ideas to get better buy-in!
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:
"Social Communication – Basic Skills 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?
Before the student encounters a situation where he will need to perform this skill, how do you help the student prepare? How do you orient him to upcoming situations where he might be inclined to interrupt?
Quick role-plays may prime the student to respond appropriately in the upcoming situation. In addition, the student may review a reminder card of the concrete signals to look for when determining if it is the right time to interrupt. If he struggles to ask for help and interrupt even when he needs assistance with a task, review and rehearsal of a script may support subsequent performance.
Another idea that might be appropriate for some is to create a visual support that comically contrasts two images: one showing a worker contemplating interrupting the boss because he saw a great movie last night and wants to talk about it; the other shows the worker contemplating interrupting the boss because he has questions about a task he is doing. This type of visual support may only show two examples, but can provide the student with reference points to activate what he has learned so far.