How can you connect this new skill to the student’s priorities? How can you motivate the student to be on board with this skill?
Perseverative questioning may be bothersome and inappropriate to others, but it may be really enjoyable to the student. The student may ask questions over and over that relate to his narrow interest because he truly wants to talk about this topic all the time. Doing so may also provide the student with a sense of comfort and predictability within a dynamic and unpredictable social context. In this case, it will be important to respect the student’s interest. Your goal should not be to eliminate the perseverative questioning entirely, but rather, to set parameters around when and where the questioning can take place. Can there be a specific time of day, a specific place and possibly a specific person with whom the student can talk about his favorite topic?
If the student tends to ask questions when he feels anxious, your initial goal might be to help the student identify the “bad” feelings and thoughts (that lead to perseverative questioning). If the student acknowledges that these thoughts and feelings are not pleasant, you may promote buy-in by helping the student to recognize and practice coping strategies that lessen or remove the bad feelings and thoughts.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
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 help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
A visual support, such as a graphic organizer and /or social narrative, could explain why there is a need for change. The student likely does not realize that his repetitive questioning is bothersome to others. Thus, explaining why this is the case through a situational story or thought story may increase “buy in.” (see Social Narratives for more)
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:
"Self-Regulation - Repetitive Behaviors"
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?
As you work to reduce perseverative questioning and replace it with an appropriate alternative behavior (making a different, pro-social statement to initiate interaction; reviewing a visual reminder cue that provides the answer to the question, etc.), it is important to intersperse lower-demand activities that might dissipate the anxiety that the student experiences when his perseverative questions are not responded to in the way they were previously.
Before the student encounters a situation where he is likely to perseveratively question, how do you help the student prepare?
Rehearse appropriate replacement behaviors just before the student enters a situation where he is likely to perseveratively question. Review scripts, the schedule or to-do list (if the questioning is related to what will happen next), social narratives, and visual reminder cues that direct the student to a different activity or to a coping exercise. Remind the student to use whatever supports are there for him in the environment (e.g. the coping card in his wallet, the schedule posted on the message board).