Mr. Watkins decided to focus on setting generalization. Archie needed to ask for help across appropriate school settings. Specifically, Mr. Watkins wanted Archie to ask for help in core classes where independent work most often occurred: prealgebra, English, and history. 

Mr. Watkins operationally defined an objective to determine setting generalization had occurred: 

• When Archie is working independently and encounters a problem / question he cannot complete, he will raise his hand and ask for help on 9/10 opportunities.

Mr. Watkins then considered the type of instructional setting he could use to help Archie learn this skill. Archie receives 50 minutes a week of social skills instruction on his IEP. Often, this instruction occurs in a small group “lunch bunch” setting, but Archie also attends a study skills class with other students with IEPS. Because asking for help does not require social interaction with same-age peers, Mr. Watkins decided to use direct instruction in a 1-1 setting to teach the skill.

• Instructional Setting: 1-1
• Instructional Method: Direct instruction

• Generalization Tactic: Teach multiple examples
• Support Strategy: Prompting (verbal and visual), visual supports, reinforcement

Mr. Watkins’ Lesson on “Asking for Help”

Creating Visual Supports

Mr. Watkins prepared for the lesson by reviewing Archie’s previously completed work and copying problems he had skipped. He prepared several brief worksheets with 4-5 easy problems and one problem Archie would need assistance to complete. Mr. Watkins printed off several 1” by 1” squares with a person raising their hand. He laminated these visual supports and taped them to the corner of each of Archie’s core class binders.

Teaching Multiple Examples during Direct Instruction

Mr. Watkins began the 1-1 direct instruction lesson with Archie by explaining that sometimes, even when working on independent assignments, you’ll come across problems you need help solving. Mr. Watkins drew an example “worksheet” on the board. He also printed off an 8” by 8” hand-raising visual support identical to the ones on Archie’s binders. Mr. Watkins modeled writing his name and then answering very easy questions. He read each question aloud and talked through his thought process. 

Then, Mr. Watkins modeled coming across a problem he could not complete. He attempted the problem, and then said, “Hm! This problem is really tough. I’m having trouble finding the answer in my notes or the textbook, and I’m getting really frustrated spending so much time on it. Instead of skipping it or guessing the answer, I’m going to raise my hand and get help from the teacher.” While mentioning that he would ask the teacher, he pointed to the visual of a person raising their hand. He then explained that the teacher would come over and help him, and he modeled asking for help appropriately.

Next, Mr. Watkins worked through another “worksheet” on the board, but when he came to the difficult problem, he talked through his frustration and paused for Archie to suggest what to do. To prompt Archie, Mr. Watkins pointed to the visual, and Archie suggested he raise his hand and ask the teacher for assistance. Finally, Archie worked through several practice worksheets and Mr. Watkins observed him, prompting him by pointing to the visual when he was “stuck” on a problem. Archie practiced raising his hand and asking for help.

Recruiting Support from the Paraprofessional

After the lesson, Mr. Watkins met with Archie’s paraprofessional, Mr. Marquez. He explained that Archie had learned to ask for assistance when he needed help with independent work, but he might need some additional support. He told Mr. Marquez about the visuals on Archie’s binders, and encouraged Mr. Marquez to observe Archie at a distance during independent work. If Archie worked on a problem for more than five minutes, Mr. Marquez would prompt Archie by pointing to the visual; this would remind Archie to ask for help. Also, if Mr. Marquez noticed that Archie skipped any problems, he would point to the problem and then point to the visual to prompt Archie to ask for help. Mr. Marquez would give Archie a token to reinforce him each time Archie raised his hand to request help on an assignment.