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Trying When It's Hard

Steps

1. Try to do some of it.
2. Ask for help if you do not know how to do it.
3. Ask for one short break.
4. Try it again.

Practice

Who will I try this with?

When?

What Happened?

How did I do?

Suggested Activities for Parents and Teachers to Reinforce Skill

1. Students often refuse to try work because it really is too hard or they have developed a "learned helplessness" attitude in which they think they cannot do it because they had trouble in the past. In addition to working on the skill steps for dealing with hard work, teachers and parents must first address the following two issues:
   1. If the work is too hard, it must be modified by changing the quality of the work to simpler steps or changing the quantity of work. Sometimes just asking them to do smaller amounts at a time, followed by a break or reward, can get them started.
   2. For students who have developed a "learned helplessness" attitude, helping them to do the work is about building their confidence in their ability. You must prove to them that they are able to do the work by starting with work they definitely can do and showing tremendous encouragement and praise as they do it.
2. Role-play the steps for "Trying When Its Hard." NOTE: when role-playing, set a limit on how long the break can be and how many breaks you are allowed. Allowing one five-minute break per subject or period maybe a good idea. It is not okay to keep taking breaks so you never do any work, but it is preferable to ask for one break than to have a tantrum when overly frustrated. Suggested role-plays:
   1. Give the student some work that is moderately challenging (i.e., they can do some, but not all of it).
   2. Ask the student to perform a physical activity (e.g., catching a ball or jumping rope) that is moderately challenging (i.e., they can do some, but not all of it).
3. Bait the skill. Purposely give students something moderately difficult to do (i.e., they can do some, but not all of it). Prompt or wait for him or her to try it, ask for help, or ask for one break).
4. Provide rewards for appropriate Trying When Its Hard (i.e., for trying to do their work).
   1. Give verbal praise for correct or partially correct Trying When Its Hard.
   2. Give tokens, pennies, or points for each period in which the student tries to do work, or appropriately asks for help, or one break.
      1. You might give tokens after every period or after each unit of work, or every couple of minutes. The more distracted the student is when doing work, the more frequent the tokens should be dispensed. Try doing it after each unit of work, and if that does not keep them focused, then try giving the tokens sooner.
      2. Tokens can only be received when trying, asking for help, or for taking no more than one break. If students do not return from break, then they cannot receive any more tokens.
      3. When he or she gets an agreed upon number of tokens (e.g. five tokens), give a special reward (e.g., snack, stickers, or privileges to play special game). The rewards are crucial, as they must be more powerful than the urge to escape frustrating work. It may take time to find, but every student has some things that are very rewarding.

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Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communication Problems, by Jed E. Baker
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