Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational Setting

Abstract

This study investigated the effectiveness of a time self-management intervention in the work setting of four adolescents with developmental disabilities. A multiple baseline across participants design was used to examine the adolescents’ ability to independently identify time and initiate work-related activities. Intervention was delivered by instructors at each participant’s work site and involved the use of an alarm watch that sounded at specific intervals to prompt students to check the time. Results indicated that all four participants increased their performance in managing time at work from baseline to intervention. Additionally, although there were variations across participants, overall generalization of the time management skill to a novel environment (i.e., a community site) occurred following intervention.