ASK FOR HELP 5.23
Goal: To improve social-relationship skills
1. The student will be able to let others know about difficulties and ask for assistance.
2. The students will wait for adult help without complaining.
1. Ask yourself "Can I do this alone?"
2. If not, raise your hand.
3. Wait. Say to yourself "I know I can wait without talking."
4. Ask for help in a friendly way. (McGinnis and Goldstein, 1980, p. 111)
Definition: Asking for help means asking someone to tell you how to do something or how to solve a problem.
Rationale: You ask for help when you have given your best effort and are unable to continue.
• Discuss that asking for help when truly needed will help avoid mistakes, save time, will help in learning new things, and can greatly help in problem solving. Stress students should attempt to solve problems alone first, as unnecessary asking can make others upset with you or make you look incompetent.
• Discuss that students should ask only those who are capable and willing to help. Generate lists of possible helpers for various problems, differentiating who would be appropriate in each particular case. (Special School District, 1989 p. 33)
• Elicit from students examples of situations where they had to request help.
• When someone looks like he or she needs help, a nice thing to do is to go over and ask if you can help. Helping someone shows you care about that person. (Walker and et al, 1988, p. 72)
• Situations when to ask for help - when you are not sure of the right way to do something, when you cannot solve a problem alone. Students describe situations when someone needs help and list all the possible helpers for each. (i.e. locker won't open at school; a flat tire on the highway; can't do homework while at home) Students choose the "best" helper.
Set the stage:
• Read or tell the story of "The Boy Who Cried Wolf." Discuss how the story applies to real life situations. List consequences of asking for help when you don't need it makes others angry, wastes your time or someone else's time, makes you look incompetent, (person may not help you when you really need it).
Model/Role-play with Feedback
• Students read from prepared scripts or break into small groups to write scripts to use in role- play presentation. (Mayo and Walto, 1986 p. 118-122)
• Teacher models the step of trying to do the task alone, spending too much time before asking for help. Students must decide when appropriate time was taken and when too much time was taken. (Special School District, 1989 p. 37-38)
• Teacher models examples of situations when the first helper cannot help, or when the method to get his attention is not working. Students are given similar situations to role play. (Special School District, 1989 p. 37-38)
• Discuss/review techniques to help students wait quietly for help. Students model techniques and role play situations when they must wait.
(Special School District, 1989 p. 37-38)
• Video positive and negative examples of offering help. (Walker and et al, 1988, p. 72)
Role play situations:
• You don't understand what to do on school assignment.
• You can't find your baseball glove.
• You want your friend to teach you a new dance.
• You ask parent for help with a person who bothers you with constant phone calls.
• You ask a friend for advice about who to ask to a school dance.
• You can't find a pencil.
• You've forgotten your lunch money.
• You can't find a library book.
• You are having trouble finishing decorations for a party.
• You can't spell a word during a writing task.
• You need help in middle of an assignment.
• You can't find an item at the store.
• You need to know cost of an item.
• You need catsup at a restaurant.
• You can't find the restroom in a store.
• You are scheduled to work on a day you can't.
• You're asked to make punch and you don't know how.
• You get separated from your parents on an outing.
• You need help in order to move a bookcase.
• Your car runs out of gas.
• You're not sure which bus to take.
• You can't find your jacket at the end of the day.
Application with Feedback
• Students make signal card to put on desk when they need assistance from teacher and want to receive feedback on skill steps.
• Give student assignment without directions.
• Give student a difficult assignment.
• Give student a task without appropriate materials to do it.
• When passing out worksheets or materials to entire class, "accidentally" omit a student.
• Tell student to set up chairs for movie, suggest getting help if needed.
• Ask student to turn on AV equipment that does not work.
• Tell the student to find and item or place independently.
(Special School District, 1989 p. 38)