Asking for a Break: What Could You Say?

Five school and work scenarios about asking for a break when you need one, each with three ways to respond.

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The cafeteria is loud and you are starting to feel overwhelmed. Which request is clearest?

This pass0 correct · 0 cued · 0 incorrect · 0/5
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each scenario aloud and let the student choose. Talk about why the strongest answer works: it is short, says what is needed and asks permission or states a plan. Then ask the student which situations really come up for them and write their own version of the request. Some students prefer a break card or a typed message to saying it aloud, and that is equally valid.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentSet up the situation and wait for the student to respond on their own.Log as correct
  2. Step 2Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
  3. Step 3Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
  4. Step 4ModelShow what to say or do, then run the moment again so the student can try it.Log as cued

Adjust it

Easier

Give a script or two choices of what to say, and practise with you before a peer.

Harder

Role-play with a new partner, or add a twist the student has not planned for.

Matching IEP goal

Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.

Send it home through the parent portal →

About this activity

Five scenarios about one of the most useful requests a student can make: asking for a break. A loud cafeteria, losing focus after a long stretch of work, using a break card, hearing not right now, and needing a few minutes away from noise at a job. Each has three responses, and the strongest one names the need and asks the right person. Needing a break is not a problem to fix; this board practises the words that make the break easier to get.

What to listen for

Notice whether the student sees staying silent as the expected choice. Many students push through because asking feels harder than coping, so it helps to name that. In the not right now scenario, listen for whether the student can ask a follow-up question rather than giving up or escalating.

Carrying it home

Talk with your teen about where they most often need a break and what helps: a quiet room, a walk, headphones. Practise the exact words they would use, and agree on a signal at home too. Respect the request when they use it; that is what makes the skill worth using elsewhere.

What's in this activity

  • The cafeteria is loud and you are starting to feel overwhelmed. Which request is clearest?
    • I need a few minutes somewhere quieter. Can I step out?
    • Leave without telling anyone.
    • Say nothing and stay until it gets worse.
  • You have been working for a long time and can't focus anymore. Who could you ask for a break?
    • A friend in another class
    • The teacher in the room
    • No one
  • Your plan says you can use a break card. What could you do?
    • Wait until the end of the day.
    • Say you feel sick so you can leave.
    • Show the card or say I need my break now.
  • You ask for a break and the teacher says not right now. What could you say?
    • Okay. When could I take one?
    • Fine. I'm leaving anyway.
    • Never mind.
  • At work you need a short break from the noise. What could you say to your supervisor?
    • Walk away from your station.
    • Could I take five minutes in the back room? I'll be right back.
    • Keep going until you can't work anymore.

Questions

Who is this for?
Students in grades 6 through 12 working on self-advocacy and requesting supports, including autistic and ADHD students and anyone who needs breaks.
Isn't staying put sometimes the right choice?
Yes. The student decides what they need. The board practises how to ask clearly when they do want a break.
Is it free?
Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.