One problem is that glass-faced, tickless analog clocks aren't as easy to find as one might think (and if you write on a plastic-faced clock with dry-erase marker, it doesn't completely come off. Reflect after a task on how he actually did, compared to his plan.Monitor himself within that time period for distracted behaviors and pacing.Learn to make better guesses about time needed for tasks.Using this approach with small groups, classrooms, and individuals alike can help the student to: On the clock, students also use the dry erase marker to create time markers: a starting time, an ending time, and midpoint check in (Ward and Jacobsen, 2014). This enables students to see the volume of time available. Using a dry erase marker on a clock with a glass face, students sketch the total “pie” or amount of time they estimate they would need to achieve the future picture. Generally a glass-faced, tickless (to reduce distraction) analog clock works best. One strategy Sarah and Kristen developed is the use of an analog clock as a tool to assist in self-monitoring and task execution. In the article, Sarah and I describe resources for getting regulated, planning, and time tracking, and link these to models Sarah and her colleague Kristen Jacobsen describe in several recent SIG Perspectives articles. As many of you know, I have been a fan of her approaches for many years, and find her language-based and practical concepts for teaching kids how to be aware of situations, plan, monitor time, and develop self-awareness within these process to be useful for many populations we serve: the academically challenged "LLD" kids, students with social learning issues, and the straight-up "disorganized" kids. I had the privilege recently of co-writing a column with Super-Executive-Function-Specialist Sarah Ward for the ASHA Leader.
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