Today’s resource is designed to help students stay on track and finish their tasks on time. Time management, along with many other executive functions, are often difficult areas for individuals with autism. We have used supports like this one with many students on the autism spectrum with great success.
To begin, first fill out the “start time” and “end time” for the activity and the break. In the “work to do” box write an explicit list of the work that the student should be able to complete relatively easily within the timeframe. Next, write in break choices for that day. Break choices may change from day to day, and it is probably a good idea to change them so students do not become rigid. Finally, introduce the student to the support and have them pick a break choice and write it in (or you write it in) the “Today’s Break Choice” box. When you get to the start time, have the student begin working. They should have a clock available so they can track the time. As soon as the work is done, stop the timer and write in the time that they finished either before, at, or after the midway point of the support. Then shade in the students actual work and break time in two different colors.
In the example provided, the student finished at “10:16”, or four minutes early. This means they visually see a shorter work time and longer break. If this student would have finished at “10:24”, they would see a longer work and shorter break. Developing good time on task and time management skills can be a long process, so use these sheets and other supports daily to teach this important concept!