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?
If using a visual illustration of how far to stand from someone when speaking to them, you could initially use the student’s favorite real or fictional characters in that visual illustration to capture their attention. Once the student understands the concept through the use of their interest, you would need to teach the skill using real-life people for the purposes of generalization.
Can you make it visually clear to the student who is resistant to change that her assumption is only one way of looking at things? Can your use of visual supports help get agreement that this social communication skill requires improvement, get agreement on the solution, and create the motivation for change?
The student may not be aware that they are not maintaining appropriate personal space. Draw the issue to the student by telling them that this is something they do differently than others and you are going to help them learn what is appropriate. It may help to show them what others are doing in the community. The use of an appropriate video model or possibly inappropriate video examples here may help the student identify appropriate personal space. Then, model what the student should be doing versus what they are doing.
Consider the use of a graphic organizer to clarify concepts (see Graphic Organizers section) of personal space for family, friends and all others. A social narrative may also help explain that change is needed and why that change is necessary (see Social Narratives section for example). Video models can be used to depict the appropriate physical proximity across a wide variety of exchanges. Video examples can also be reviewed in practice to help the student identify examples of both appropriate and inappropriate personal space.
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? What visual reminder cues and rehearsal opportunities might orient the student to the upcoming situation?