Planning gets harder when a task takes longer than expected or when preparation time is invisible. Use one low-stakes activity to learn about your own timing. The result is information for planning, not a grade.
Choose one repeatable activity
Examples include getting ready to leave, answering a routine email, or packing lunch. Estimate the whole sequence, including finding materials and putting things away. Write the estimate before starting.
Observe once
Use a clock or timer if comfortable and practical. Note the start and finish, interruptions, and any waiting. If timing makes you anxious or distracts you, use a rough observation with your clinician instead.
Build a more realistic plan
Compare the estimate with what happened. Identify one overlooked step and a reasonable buffer for next time. Avoid turning one observation into a fixed rule. Repeat on another day only if it would be useful.
Reflection prompts
Use these questions in conversation, on paper, or in the downloaded PDF. You may adapt or skip a prompt.
- The activity and my estimated total time
- What happened and the observed time
- Preparation, interruptions, or transitions I overlooked
- My next estimate and a practical adjustment