PSYCHO-EDUCATIONAL ASSESSMENT
RECOMMENDATIONS
Academic Areas
Reading
Students who show deficits in reading fluency may benefit from:
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Use books on tape
Use books with large print and big spaces between lines
Provide a copy of lecture notes
Don’t count spelling on history, science or other similar tests
Allow alternative forms for book reports
Allow the use of a laptop or other technology for in-class essays
Students who show deficits in reading skills may benefit from:
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Provide a quiet area for activities like reading, answering comprehension questions
Teach students to use logic rather than rote memory
Present material in small units
Students who show deficits in reading comprehension may benefit from:
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Preview the text by reading the back or flap of the text to get an idea what you will be
reading about
You cannot highlight in school books so keep a notebook with you that you can use to
take notes in (jot down key characters or points and summarize every few pages you
read)
Read out loud if you are having difficulty understanding
Ask yourself questions while you are reading and try to predict what might happen next
Slow down! Even if you can read fast, take your time to make sure you understand what
you are reading!
Math
Students who show deficits in math calculation may benefit from:
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Allow use of fingers and scratch paper
Provide peer assistance
Work with manipulative
Use mnemonic devices to learn steps of a math concept
Use rhythm and music to teach math facts and to set steps to a beat
Schedule computer time for the student for drills and practice
Students who show deficits in math reasoning may benefit from:
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Use diagrams and draw math concepts
Suggest use of graph paper
Suggest use of colored pencils to differentiate problems
Draw pictures of word problems
Teach the student that if a problem looks too complex, to substitute lower or simpler
values, figure out the solution, then use the solution to solve the more complex problem.
Written Expression
Students who show deficits in written expression may benefit from:
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Suggest use of word processor
Avoid chastising student for sloppy, careless work
Use oral exams
Allow use of tape recorder for lectures
Allow the use of a note taker
Provide notes or outlines to reduce the amount of writing required
Reduce copying aspects of work (pre-printed math problems)
Allow use of wide rule paper and graph paper
Suggest use of pencil grips and /or specially designed writing aids
Provide alternatives to written assignments (video-taped reports, audio-taped reports)
Oral Expression
Students who demonstrate deficits in oral expression may benefit from the following:
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Introduce activities and tasks by explicitly stating the focus and purpose, what the student
is supposed to learn and why.
Provide ample examples of a new concept or skill and relate the new information to what
is already known.
When teaching any new process or skill, provide systematic, sequential instruction,
ensuring mastery of each skill before moving onto a more complex level or a new skill.
When introducing new concepts or information, use simple sentence structures and
familiar vocabulary as much as possible so that the student can focus attention on the
new content.
Draw the student's attention to new concepts, words, or constructs by placing stress on
them when speaking.
When initially presenting new concepts, present the information more slowly than you
would when speaking about familiar concepts.
Provide redundancy and repetition in teaching the student any new concept. Repeat
important statements verbatim and explain the concept in a variety of ways.
As much as is feasible, teach new concepts and vocabulary within thematic units so that
new learning is interrelated conceptually. The thematic unit provides a consistent
framework and familiar context to introduce new concepts and vocabulary.
Listening Comprehension
Students who demonstrate deficits in listening comprehension may benefit from the
following:
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Ensure that the student understands the concept underlying any new information or skill,
as well as how each aspect of the new information is related to every other part.
Due to the possibility of a weakness in memory, the student will find it easier to work with
data mentally if they have a strong understanding of the related concepts.
Recognize that difficulties in memory and listening comprehension compromise the
student’s performance in all subjects taught in a lecture-discussion format. Provide visual
outlines, class notes prior to the lecture, a study guide to fill out during the lecture.
Because the student processes spoken language in meaningful contexts more effectively
than in isolation, provide instruction in meaningful contexts and de-emphasize tasks
involving rote memorization.
Autism (AUT)
Students who demonstrate deficits in social skills may benefit from the following:
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Provide frequent opportunities for students to learn and socialize with typically developing
peers.
Involve the student in group activities and clubs.
Provide daily social skills instruction.
Directly teach social skills, such as turn-taking, social distance, reciprocal conversations,
etc.
Break down social skills into non-verbal and verbal components.
Explains rules / rationales behind social exchanges.
Use of social stories.
Help the student improve social appropriateness by imagining how other people will react
to her words and behavior. Teach the student to consider another person's possible
reaction before she speaks or acts.
Teach the student how to maintain eye contact with a person when speaking. Provide
structured situations for practice.
Teach the student how to notice and interpret facial expressions and body language
when she is conversing with people.
Students who struggle with transition periods may benefit from the following:
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Verbal or visual cues prior to transition (i.e. 5 minute warning or flickering of lights)
Visual Schedules
Positive reinforcement for smooth transitions
Students who demonstrate a deficit in communication skills may benefit from the
following:
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Ensure that the student has a way to appropriately express their wants and needs.
If the student is non-verbal, identify and establish an appropriate functional
communication system (e.g. sign language, Picture Exchange Communication System
(PECS), voice output, etc.).
Understand that picture schedules and functional communication systems are NOT the
same thing; they do not serve the same purpose.
Develop a functional communication system that is easily portable.
If the child is non-verbal, ensure that the child has access to their communication system
across all contexts, all of the time.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the
child is non-verbal or emerging verbal.
Paraphrase back what the child has said or indicated.
Label areas in the room with words and pictures.
Use sequencing cards to teach the order of events.
If you do not understand what the student is saying, ask them to repeat what they have
just said.
Ask student to show you how they say “yes” and “no” – and then ask yes/no questions.
Engage students in role-plays to target reciprocal conversation skills.
Students who engage in inappropriate or maladaptive behavior may benefit from the
following:
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Ignore attention seeking behavior
Redirect student to an alternate task
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Use first then statements such as “first complete this assignment then you may go to
lunch/use the computer/draw”
Give warnings when you know a task that elicits unwanted behavior is coming up, for
example “In 5 minutes it will be time to do math”
Before starting any activity, remind the students of the critical behaviors needed for
participating in the activity. Make eye contact with the student.
As the student often gets into trouble during periods of waiting, plan lessons and
structure activities to minimize or eliminate waiting time.
Create a replacement behavior such as asking for help, appropriately gaining attention,
or requesting breaks
Limit classroom rules to four or five, make sure they clearly specify the behaviors
expected in the classroom, that the behaviors are observable and measurable, and list
the positive and negative consequences for following or breaking each rule (the
consequences may vary by rule).
Emotional Disturbance (ED)
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked
degree, which adversely affects educational performance: (A) an inability to learn which cannot be
explained by intellectual, sensory, or health factors; (B) an inability to build or maintain satisfactory
interpersonal relationships with peers and teachers; (C) inappropriate types of behavior or feelings under
normal circumstances; (D) a general pervasive mood of unhappiness or depression; or (E) a tendency to
develop physical symptoms or fears associated with personal or school problems. (II.) The term includes
children who have schizophrenia. The term does not include children who are socially maladjusted, unless
it is determined that they have a serious emotional disturbance.
Students who experience symptoms of anxiety may benefit from the following:
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Create structure and predictability through the use of visual aids and establishing
expectations.
Transitions can be difficult so make these easier through verbal cues such as a 5 minute
warning or using transition signal (timer, flicking the lights, etc.)
Establish clear and consistent rules and boundaries.
Discipline should be neutral (i.e. “This is the behavior you engaged in and this is the
consequence for that behavior.”)
Use natural and logical consequences.
Exercise and eat regularly.
Avoid excess caffeine intake which can increase feelings of anxiety and agitation.
Learn relaxation exercises (abdominal breathing and muscle relaxation techniques).
Develop assertiveness training skills. For example, state feelings in polite, firm, and not
overly aggressive or passive ways ("I feel angry when you yell at me" "Please stop
yelling").
Rehearse and practice situations which cause stress. One example is taking a speech
class, if talking in front of a class makes you anxious.
Learn practical coping skills. For example, break a large task into smaller, more
attainable tasks.
Decrease negative self-talk. Challenge negative thoughts about yourself with alternative
neutral or positive thoughts. "My life will never get better" can be transformed into "I may
feel hopeless now, but my life will probably get better if I work at it and get some help."
Learn to feel good about doing a competent job rather than demanding perfection from
yourself and others.
Take a break from stressful situations. Activities like listening to music, talking to a friend,
drawing, writing, or spending time with a pet can reduce stress.
Build a network of friends who help you cope in a positive way.
Students who are experiencing symptoms of depression may benefit from the
following:
RESEARCH-BASED NON-MEDICAL STRATEGIES
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Self-imposed activities (e.g. school), preferably with others
Physical exercise
Thoughts/emotions journal
Bibliotherapy (i.e. reading a research-based book on depression)
Explore 10 most common distorted thoughts
Weekly work with a therapist
Working towards a normative amount of sleep (e.g.
Use of a no-harm plan for suicidal episodes
Address “paralysis of analysis” with a written cost-benefit exercise
Discontinue non-research-based strategies; e.g. self-medication, avoiding, unhealthy
social contacts
Actively participate in the religion of your choice
Practice “as if” strategies; ask yourself, how would a non-depressed person act and act
that way
RESEARCH-BASED MEDICAL STRATEGIES
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Over-the-counter supplements such as St. John’s Wort
Ongoing and close communication with child psychiatrist to find the right medication
regimen
Research indicates the most common error people make is discontinuing medication too
early or without consulting the psychiatrist
Ongoing and close communication with a child psychiatrist to address sleep disturbance
Transmagnetic stimulation (TMS)
Electroconvulsive therapy (ECT)
Students who demonstrate a deficit in expressing their anger may benefit from the
following:
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If you feel that live is just too overwhelming at some point and it translates into anger, you
need to change the way you are looking at things. It’s easy to believe that the world is out
to get you in such a confusing time, but thinking positively about the situations that you
face can be helpful in bringing down your levels of anger.
 Another thing to consider is the crowd that you keep. You may find that the
people that you are hanging around with cause you to behave in a way that you
don’t normally. Sometimes just changing your surroundings can be helpful in
getting your emotions under control. Don’t waste your time hanging out with
people that dwell on their anger; remember that anger is a negative emotion that
nothing positive ever comes from. Instead, when you are feeling angry, identify
what exactly is making you angry and use the energy that it gives you to work
towards fixing the problem. When it comes to managing your anger, it’s
important to develop the skills.
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Between school, your friends, family, and the other circumstances in your life,
you may find yourself feeling overwhelmed. Be sure to take some time out of
every day to sit back and relax. Listen to music, write a journal, or exercise. You’ll
be able to think about your problems and how you can fix them better when you
aren’t busy trying to cater to others.
When you find yourself getting angry, take a little time-out. Take some deep
breaths or visualize yourself somewhere more calm. Return to the situation with
a clear head and you’ll be better suited to dealing with your problems. Also, be
sure not to act on impulse when anger takes hold. You may say something that
you regret. Instead, take a couple of seconds to think about how you feel and
how you can present those feelings in a way that won’t make the situation any
worse.
Avoid name-calling when you get into an argument. Stick to the point of why you
are upset with somebody. If you start calling them names or belittling them, they
may do the same to you, and the situation will only escalate. Try to work out your
anger in a constructive way that helps you to solve the problems that you are
faced with.
Getting over your anger isn’t going to be easy. Your anger management skills
have probably been the same for years, and you can’t just ‘snap out of it’ without
some hard work and effort. Remember that you will be a much happier person
when you get your anger under control.
Strategies for teaching emotional regulation include:
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Model it: when you are angry, happy, irritable, etc. don’t hide all of your feelings – instead
talk them out. It may seem ridiculous at first, but find a way to sort of be a running dialogue
where students can observe how you solved that problem. Of course this is trickier with
high school students. Perhaps you can talk to one of your coworkers “privately” but in a
way that students can listen in. You can also utilize your own little social stories to let
students know about times where this was difficult for you and you persevered.
When you “mess up” and say something ineffective to a student or wish you could take
something back – apologize briefly and state what you could have done better. Students
need to know that we are not perfect either.
Some students like to help solve problems. Come up with dilemmas or use real ones if
appropriate that students can help you brainstorm through.
Label emotions: when you’re angry or you perceive that another individual is angry or
happy put a label to it. “Man, you must be stoked you got all 5’s this week! Good for you –
you worked hard!”
Provide appropriate outlets for emotions
 Research indicates that allowing for aggressive means as an outlet does not
decrease aggressive behavior (ex., allowing a student to punch a couch when
angry doesn’t help one regulate, but instead will typically exacerbate that emotion)
 What helps: exercise, time, and distraction
 Ex: go for a walk in the grass area with the student
 Avoid “over talking” if a student is angry – just be there and let him/her know you
are there to help but never force a student to talk
 Our MFTs will do the counseling at a later time after the student is calm
 Remain calm – lower your own voice so the student must quiet down to hear you
and monitor your own behavior (are your arms crossed, are you closed off to the
student, do you appear fearful or angry?)
 Deep breathing is helpful and so is counting: try teaching students to count to 10
then backwards to 1
 However, some students may find this “lame”: if this is the case simply
slow down your own breathing in a slightly exaggerated way
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Due to mirror neurons in the brain when one individual engages
in a behavior others are likely to follow suite
Teach distraction techniques – working on something enjoyable, talking,
exercising
You may have a code or reminder system – something you can say to the student
as a reminder to regulate without embarrassing him/her and a cue the student can
give you when s/he is overwhelmed without having to cue other students in to the
situation so the student can “save face”
Intellectually Disabled (ID)
Students who struggle with activities of daily living may benefit from the following:
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Use mnemonics (words, sentences, pictures, devices, or techniques for improving or
strengthening memory).
Intermix high probability tasks (easier tasks) with lower probability tasks (more difficult
tasks).
Use concrete items and examples to explain new concepts.
Do not overwhelm a student with multiple or complex instructions.
Remove distractions that may keep student from attending.
Use strategies for remembering such as elaborative rehearsal and clustering information
together.
Use strategies such as chunking, backward shaping (teach the last part of a skill first),
forward shaping, and role modeling.
Develop a procedure for the student to ask for help (e.g. cue card, raising hand).
When it appears that a student needs help, discretely ask if you can help.
Show what you mean rather than just giving verbal directions.
Use visual supports when relating new information verbally.
Provide the student with hands-on materials and experiences.
Explicitly teach life skills related to daily living and self-care.
Plan experiences that are relevant to the student's world.
Find ways to apply skills to other settings (field trips).
Minimize distractions and the possibility for over-stimulation.
Teach and model personal hygiene habits such as washing hands, covering mouth and
nose when sneezing or coughing, and dental care.
Arrange the environment so students have many opportunities to practice personal care
and self-help skills.
Teach and model rules and practices for bus safety, safety outside, staying with the
group, and safety in the classroom.
Other Health Impairment (OHI)
Having limited strength, vitality or alertness, due to chronic or acute health problems such as a heart
condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead
poisoning, leukemia, or diabetes, which adversely affects a child’s educational performance. According
to the Office of Special Education and Rehabilitative Services’ clarification statement of September 16,
1991, eligible children with ADD may also be classified under “other health impairment.”
ADHD
Students who struggle with attention could benefit from the following:
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Provide structure and a consistent schedule - help the child learn routines around daily
activities.
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Make sure that the child gets enough sleep.
Provide consistent, low-key reminders, prompts and cues when needed.
Be consistent about rewards and consequences, so that your child knows what to expect.
Be generous with praise when your child performs well, but avoid being overly critical when
things are not going well.
ADHD children need to be taught and monitored on the use of organizational strategies-colorcoded folders for different subjects, labeling, the use of checklists and to-do lists, setting goals
and breaking projects into small, manageable chunks.
On a daily basis, supervise the school-age child in reviewing homework assignments,
organizing the backpack and filing papers (but don't do it for him or her).
Teachers can help a lot by stressing organizational routines and staying in close
communication with parents so that the parent knows what is going on in school.
If possible, teachers can allow hyperactive children to have movement breaks.
Consultation with a child psychiatrist may be beneficial to explore medical strategies.
Students who struggle with hyperactivity may benefit from the following:
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Provide student substitute or motor activities to use when waiting for response
Shorten tasks
Hands on learning/multi-sensory instructional approach
Have students repeat instructions
Provide written schedule
Allow time for response to questions
Develop special cues the student can use to indicate when he/she wants to be called on
Use folders with different color per subject
Alternate mobile & non-mobile activities
Passes for bathroom, sharpening pencil, getting drink, using computer (rewards when
passes aren’t used – increase time on-task)
Immediate reinforcement for appropriate behavior (raising hand, positive words, asking
for help, etc.)
Students who demonstrate a deficit in planning skills may benefit from the following:
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Teach about plans and strategy use
Discuss the importance of planning in class, how it helps students organize so they can
be more successful and finish on time
Encourage students to develop, use, and evaluate their own strategies
Encourage verbalization of ideas and strategies
Explain why some methods work better than others
Ask questions related to planning, such as:
 How did you do the task?
 Did you make a plan before you started the task?
 What did you do last time? Did it work?
 Why did you do it that way?
 These are hard. Is there a way to make them easier?
 Is there a better way, or is there another way to do this?
Specific Learning Disability (SLD)
A disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which my manifest itself in an imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and developmental aphesis. The term does not include
children who have learning problems which are primarily the result of visual, hearing, or motor disabilities,
of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Attention
Students who demonstrate a deficit in attention processing may benefit from the
following:
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Decrease distractions (windows, doors, hallways, other children, noisy vents)
Sit near prosocial children
Keep routines simple and direct
Use key words (“this will be on the test”)
Use visual aids, write out key points
Use partitions during testing
Provide structure and a consistent schedule - help the child learn routines around daily
activities.
Provide reminders, prompts and cues when needed.
Be consistent about rewards and consequences, so that your child knows what to expect.
Teach use of organizational strategies- color-coded folders for different subjects, labeling,
the use of checklists and to-do lists, setting goals and breaking projects into small,
manageable chunks
Auditory
Students who demonstrate a deficit in auditory processing may benefit from the
following:
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Show rather than explain
Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
Reduce or space directions, give cues such as “ready?”
Reword or help decipher confusing oral and/or written directions
Ask specific questions as you teach to find out if they do understand
Have the student constantly verbalize concepts, vocabulary words, rules, etc.
Provide study guides for listening activities
Provide assistance with note taking
Accompany oral information with visual materials.
Avoid making the student listen and write at the same time
Auditory Memory
Students who demonstrate a deficit in auditory memory may benefit from the following:
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Keep oral directions short and simple
Ensure directions are understood; have student or paraphrase directions.
Provide compensatory aids (e.g., write directions, procedures,/and assignments on board or
paper, provide lecture notes or arrange for peer-shared notes, provide study guide to be
filled out during pauses in presentation.
Provide overlearning, review and repetition
Teach memory strategies (e.g., chunking, verbal rehearsal, visual imagery)
Auditory Fluency
Students who demonstrate a deficit in auditory fluency may benefit from the following:
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Reword or help decipher confusing oral and/or written directions
Provide more time to complete assignments
Reduce quantity of work in favor of quality
Auditory Association (Comprehension)
Students who demonstrate a deficit in auditory association may benefit from the
following:
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Ask specific questions as you teach to find out if they do understand
Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
Provide study guides for listening activities
Phonological processing
Students who demonstrate a deficit in phonological processing may benefit from the
following:
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Teach structural analysis by cutting apart words into common clusters. Keep the letters of
the words you are working with large. Combine the word parts in a variety of ways to
make psuedowords or real words to pronounce. Let the student then scramble the letters
to make new words for you to pronounce.
Use high-interest materials, such as magazines or newspaper articles to reinforce
pronunciation of multisyllabic words. Before reading, have the student scan the passage,
underline, and attempt to pronounce words containing three or more syllables
Provide specific training in sound discrimination, blending, and segmentation
Emphasize sound-symbol associations in teaching decoding and spelling
Association
Students who demonstrate a deficit in long term retrieval may benefit from the
following:
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Provide overlearning, review, and repetition
Provide immediate feedback
Provide a list of steps that will help organize behavior and facilitate recall
Teach memory aids such as verbal mediation or rehearsal, and mnemonic strategies
(e.g., Keyword, Method of Loci).
Provide multisensory learning; use visual, kinesthetic, vocal, and auditory channels as
appropriate
Provide context and meaning-based instruction.
Limit the number of new facts, words, concepts presented in one session
Conceptualization
Students who demonstrate a deficit in fluid reasoning abilities may benefit from the
following:
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Help the student select courses in high school that emphasize practical and experiential
learning and do not require a high level of abstract reasoning.
Even when the final solutions or answers are incorrect, provide the student with
encouragement and praise for persistence in problem solving and attempts to discover a
solution.
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Teach the student a specific strategy to use for solving problems, such as one that
includes defining the problem, task analysis, brainstorming alternative solutions,
considering possible outcomes, choosing a solution, etc. Provide practice in application
of the strategy in a variety of situations.
Expression
Students who demonstrate deficits in expression may benefit from the following:
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Relate new information to acquired knowledge
Pre-teach relevant vocabulary or background knowledge
Provide specific vocabulary instruction such as the meaning of common prefixes,
suffixes, and root words.
Incorporate interests and prior knowledge areas into instructional activities
When presenting directions and discussing concepts, use vocabulary that is understood
by the individual.
Sensory Motor
Students who demonstrate difficulties with sensory-motor tasks may benefit from the
following:
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Use sensory tools such as an exercise band that can be looped around a chair’s legs.
Preferential seating
Silence classroom fidgets
Encourage the student to take a keyboarding course as an elective.
To increase the speed and legibility of written work, teach the student how to type and to
use a word processor. Allow him to use it for all writing assignments
Provide the student with a variety of pencil grips and have him try them over a period of
time to see which feels most comfortable and helps most with fine-motor control. Pencil
grips are available at most educational supply stores and office supply stores.
Use modeling clay around the pencil to help the student develop a more relaxed pencil
grip.
Place a rubber band right above the shaved area of the pencil to help the student
remember where to place his fingers on the pencil.
Visual
Students who struggle with visual processing may benefit from the following:
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Avoid grading handwriting
Allow students to dictate creative stories
Provide alternative for written assignments
Suggest use of pencil grips and specially designed pencils and pens
Allow use of computer or word processor
Restrict copying tasks
Provide tracking tools: ruler, text windows
Use large print books
Plan to order or check out books on tape
Experiment with different paper types: pastels, graph, embossed raised line paper
In planning instruction for the student, consider how her difficulty with spatial organization
and her inattention to visual details will affect performance. Think of ways to modify
assignments and tasks so that the student can be successful.
For art assignments, relax standards of production and accept approximations of
expected criteria.
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Ensure that the student clears her desk completely before she begins any task. She
should remove all extraneous materials from his/her desk. Attempt to reduce visual
clutter from the area of the classroom in which she works.
Strategies for studying for a test include:
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Everyone is different, different methods work for different people the following are only
suggestions on improving upon your current studying techniques.
It is best to review the material right after class when it's still fresh in your memory.
Don't try to do all your studying the night before the test. Instead space out your studying,
review class materials at least several times a week, focusing on one topic at a time.
Have all of your study material in front of you: lecture notes, course textbooks, study guides
and any other relevant material.
Find a comfortable and quiet place to study with good lighting and little distractions (try avoiding
your own bed, it is very tempting to just lie down and take a nap).
Start out by studying the most important information.
Learn the general concepts first, don't worry about learning the details until you have learned
the main ideas.
Take notes and write down a summary of the important ideas as you read through your study
material.
Take short breaks frequently. Your memory retains the information that you study at the
beginning and the end better than what you study in the middle.
Space out your studying, you'll learn more by studying a little every day instead of waiting to
cram at the last minute. By studying every day, the material will stay in your long-term memory
but if you try to study at the last moment, the material will only reside in your short-term memory
that you'll easily forget.
Make sure that you understand the material well, don't just read through the material and try to
memorize everything.
If you choose to study in a group, only study with others who are serious about the test.
Test yourself or have someone test you on the material to find out what your weak and strong
areas are. You can use the review questions at the end of each chapter or practice tests the
teacher may give out as well as other materials.
Listening to relaxing music such as classical or jazz on a low volume can relieve some of the
boredom of studying.
Don't study later than the time you usually go to sleep, you may fall asleep or be tempted to go
to sleep, instead try studying in the afternoon or early evening. If you are a morning person try
studying in the morning.
Students who demonstrate a deficit in processing speed may benefit from the following:
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Provide more time to complete assignments
Reduce quantity of work in favor of quality
Limit or structure copying activities
Provide activities to increase rate and fluency (e.g., flash cards, speed drills, educational
software)
COMMON RECOMMENDATIONS LISTED BY AREA OF CONCERN
ADHD
Firstname may benefit from the following accommodations and interventions to address his
limited attention span, distractibility, and impulsivity:
 Reward-based interventions, such as a token economy (i.e., earning points or stickers
for later rewards), may help Firstname learn to self-monitor his behavior and receive
positive feedback for meeting behavioral goals.
 Firstname may benefit from social skills training (e.g., developing skills to wait one’s turn
or learning how to listen to others) or organizational skill development, such as
maintaining a homework log or setting daily schedules with clear expectations (e.g.,
clean room, homework, chores).
 Teachers may want to consider a home-school communication plan, such as daily notes
in the agenda or a daily behavior report card. Consistent home-school communication
regarding school interventions for behavior yield the best results.
 Consider preferential seating to reduce distractions.
 Teacher and student should agree on nonverbal cues to use when the student is
inattentive, to get him or her back on track.
 Reduce or chunk assignments to prevent Firstname from being overwhelmed by the
volume of work.
In addition, see the attached handouts on “Building Executive Functioning Skills” for additional
strategies.
ATTENTION SEEKING
Increase opportunities for Firstname to gain positive attention from his teachers and
classmates. This can be done through frequent positive verbal praise, keeping in mind that a
ratio of six positive comments to every negative or corrective comment is best practice. Give
brief, specific praise about the student’s work or behavior. Firstname’s teachers can also
increase opportunities for positive attention by assigning multiple jobs/roles for him to perform
throughout the day or by highlighting a “student of the day/week,” and by teaching all students
to give positive compliments and affirmations.
See also: https://www.interventioncentral.org/behavioral-interventions/challengingstudents/breaking-attention-seeking-habit-power-random-positive
ASD
Firstname displays behaviors, especially in the areas of repetitive/stereotyped behaviors and
social communication, which may be characteristic of an Autism Spectrum Disorder. His
classroom teacher and/or parents are encouraged to explore the following strategies, which
could improve his interaction with his environment.
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Carefully structure seating arrangement and group work.
o Seat him away from potentially aggressive students.
o Consider the maturity of the students seated near him.
o Avoid having students choose members of their group.
o For group work, suggest an appropriate job task for him to assure he is not left
out.
Provide a safe haven to prevent Firstname from being overwhelmed by noise, stress, or
social interactions.
o Explore the use of headphone or earplugs.
o Have a designated person who can offer support to prevent or defuse a crisis
o Provide him access to a quiet, private place to rest and regroup
o Give him break cards which can be surrendered when he becomes
overwhelmed. Use a timer to regulate the length of the breaks.
Employ face saving techniques
o Clearly state class rules
o Hold a private conversation with him regarding conversation issues
o Use hand signals (stop sign) or gentle touch as reminders
o Prepare for changes in routine
o Display class schedules – pictorially for younger students
o Clearly designate class jobs
o Time on computer can alleviate stress
o Explain routine changes well in advance
o Use picture cues whenever possible
Accommodations:
o Use visuals, graphics, models and technology
o Encourage use of a word processor for written assignments, if helpful
o Allow for extra time and/or quiet space to work
o Provide copies of class notes if writing is laborious
Promote positive peer relationships
o Consider creative ways to connect him with kindest and most empathetic peers
o Help him engage in successful conversations
o Consider the use of social stories to teach social skills.
o Encourage him to participate in structured activities/clubs where his personal
strengths neutralize his social weaknesses.
o Identify his personal strengths and teach him how to share those strengths with
his class through tutoring, class presentations, or community service.
Adults should model warmth and acceptance, which will raise his image among his
peers. Avoid showing irritation or impatience.
The above recommendations are taken from ‘Supporting Students with Asperger’s Syndrome in General
Education’, by Joan Safran, TEACHING Exceptional Children, Vol 34, No. 5, pp 60-66, Copyright 2002 CEC
SEVERE AUTISM
Firstname displays behaviors, especially in the areas of repetitive/stereotyped behaviors and
social communication, that are characteristic of an Autism Spectrum Disorder. His classroom
teacher and/or parents are encouraged to explore the following strategies, which could
improve his interaction with his environment:
 Continue to monitor the content of and limit screen time, including television,
computer, tablet, smartphone, and video games.
 Create a structured environment. Establish routines and keep them as consistent
as possible.
 Use visual supports whenever possible.
 Create a visual schedule of the daily routine. Place it in a location that is highly
visible to Firstname and refer to it before each activity transition.
 Reduce visual and auditory distractions. Try and seat Firstname away from
windows and doors. Use storage bins and closets for packing away toys and
books. Keep the classroom door closed if possible to reduce noise and smells.
 Always keep verbal instructions simple and concrete. Use visual aids to assist
with communication.
 Encourage independence in self-help and decision making. Offer the student
simple choices whenever possible. Limit choices to 2 at first, and when the
student is successful, progress to 3 choices. Teach him self-help skills, such as
doing and undoing fasteners, rather than doing those things for him.
 Teach social skills using social stories and simple, visual prompts. Gradually fade
prompts as appropriate. Use a reward system to increase desired behavior.
The above recommendations are adapted from Kendrick, R., 2007. 12 Tips to Setting up an Autism Classroom.
[Online] viewed 21 January 2013
EMOTIONAL PROBLEMS
Students with significant emotional distress and limited emotional self-control benefit from
being in environments that are structured, familiar, and routine. The following classroom
strategies may assist in creating this environment for Firstname:
 Provide preferential seating in class away from distractions.
 Chunk the work-load so that Firstname will not be overwhelmed by longer assignments.
 Allow the use of sensory devices or other items to manipulate while working.
 Use a behavioral incentive system for timely and independent work completion.
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Allow the use of a crisis pass when needed. Designate where Firstname will go and for
how long.
Have a school “coach” or mentor check in with Firstname daily.
In general, most misbehavior occurs during transitions because transitions require
flexibility. Give a two-minute warning prior to transitions and review expectations often.
Use a Behavior Intervention Plan (BIP) with home rewards.
Create a “quiet zone” area in the class with headphones and sensory devices. Have a
parent or teacher make a tape with positive messages that the student can listen to.
Create a nonverbal cueing system to use when the student is in distress and needs a
break.
Minimize school support personnel giving consequences. This greatly reduces the
teacher’s ability to exercise authority.
Reinforce with privileges and not food or toys.
Avoid long-term reinforcers and keep in the moment.
Use a mirror to reinforce emotions.
Develop empathy by emphasizing the impact of behavior on others.
These recommendations were adapted from the book The Neuropsychology of Emotional Disorders by Steven G.
Feifer, Ed.D., NCSP, ABSNP.
Please see additional strategies on the attached handout: “Building Executive Functioning Skills:
Emotion Regulation.”
FLUID REASONING
Due to Firstname’s apparent preference for deductive learning and reasoning over inductive, he
will probably benefit more from explicit and systematic teaching than from a discovery learning
type of approach.
Because Firstname appears more adept at inductive than deductive reasoning, when teaching
new concepts and skills, do not expect him to memorize and use theorems, rules, and codes to
guide his work or to accept procedural information at face value. He needs to understand how
the theorems, rules, or codes came about, how it is related to the function it is serving, and the
associated concepts. The student needs to know “why” before he can understand and
remember “what.”
MATH
Consider the following interventions and accommodations due to Firstname’s weakness in
mathematics:
 Encourage Firstname to use math in daily life activities, such as counting and figuring
out patterns. Organize family activities that can emphasize use of math (e.g. earning
and counting coins, playing simple card games, Junior Monopoly, etc.).
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Use of manipulatives is essential for building conceptual understanding of math
operations. Manipulatives will help Firstname understand and apply math ideas,
thereby increasing his accuracy and mental representations.
Allow Firstname to keep a set of math tools for use on daily work (hundreds chart,
measurement equivalents, etc.).
As a strategy, teach Firstname to draw a picture or diagram of a mathematical word
problem before trying to represent the problem with numbers.
Systematic, multisensory approaches, such as Touch Math™, may provide an effective
means for introducing and improving computational skills. In Touch Math, each number
(1-9) has touchpoints (dark circles) that are designed to help Firstname associate the
numeral with its value. These touchpoints are gradually removed and the student is
taught additional strategies for counting on, regrouping, counting backward, sequence
counting, and short and long division.
Computer programs or games may allow Firstname to progress at his own pace and
receive immediate error correction. A variety of websites and computer software
programs for building basic math skills are available. Attempt to select a program that is
engaging and motivating to Firstname.
NONVERBAL ABILITY
Due to Firstname’s relative weakness in nonverbal reasoning, he may have difficulty
interpreting and gaining meaningful information from visual displays, such as models, graphs,
maps, diagrams, charts. Instead, emphasize sequential verbal approaches and provide explicit
outlines and study guides to help to structure his learning.
Reduce visual clutter on assignments or tests as much as possible by cutting worksheets into
sections, making enlarged copies with lots of white space, prompting Firstname to cover
portions of a test, and/or using a window card—a large index card with a window cut out large
enough to see one or two lines of print.
PHONOLOGICAL AND ORTHOGRAPHIC PROCESSING
For students with spelling, decoding, and fluency weaknesses stemming from significant deficits
in phonological and/or orthographic processing, independent, scientific, replicated research
supports the use of a reading and spelling system that is simultaneously multisensory,
systematic, and cumulative. In other words, teaching should progress in a gradual, step-by-step
manner, and should be simultaneously visual, auditory, and tactile in nature. Consider the
following interventions and accommodations:
 To address Firstname’s phonological awareness deficit, place instructional emphasis on
phonemic awareness activities at the advanced level (deleting, substituting sounds in
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words). A website with examples of advanced phonemic manipulation (i.e., substituting
and deleting phonemes) instruction is http://gbliteracy.pbworks.com. School staff may
also refer to the book Equipped for Reading Success by David A. Kilpatrick.
Provide explicit, systematic instruction in phonics and use decodable text for daily
practice.
Teach comprehension monitoring (e.g. does the word make sense in context?).
Allow Firstname alternative ways of demonstrating her knowledge that do not rely on
reading and writing skills. Examples include opportunities to respond orally to
assignments and assessments and alternative assignments (e.g., oral presentations,
dioramas, or debates) rather than lengthy written assignments.
Do not require Firstname to participate in whole-class oral reading.
Have Firstname listen to books on tape and follow along in the printed book to increase
exposure to the sounds of language. Listening to stories read aloud can also build
fluency and increase motivation for reading.
Allow an adult or older sibling to serve as a scribe for homework assignments. Allow for
verbal or transcribed responses to tasks that assess content knowledge rather than
writing skill.
Chunk writing assignments into smaller components, interspersed with other activities
that do not require writing. Provide Firstname with additional time to complete writing
assignments.
Incorporate visual strategies into instruction whenever possible. When giving new
information, pair the information with a visual cue to aid recall. For example, when
teaching new vocabulary words, encourage Firstname to develop her own mental image
or drawing that illustrates the definition.
Explore use of the software Read & Write Gold, available through the NNPS Assistive
Technology department. This program allows the user to have electronic materials read
to them, increase the size of the text, spell check phonological spelling errors, get word
definitions, and build vocabulary knowledge.
Use the following strategies to improve Firstname’s phonological and orthographic processing
skills:
 Phonemic awareness activities on rime units
 Backwards decoding technique
 Highlight rime units and syllables in words
 Oral spelling,
 Oral decoding (spell word aloud and student decodes)
 Reading nonsense words
 Spelling nonsense words
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Teach that irregular words are only irregular with one sound usually
Analyze word structure (e.g., onset, rime units)
Making/breaking words (cut apart a big word – YESTERDAY – students make as many
words as possible)
PHONOLOGICAL PROCESSING
For students with spelling, decoding, and fluency weaknesses stemming from significant deficits
in phonological processing, independent, scientific, replicated research supports the use of a
reading and spelling system that is simultaneously multisensory, systematic, and cumulative. In
other words, teaching should progress in a gradual, step-by-step manner, and should be
simultaneously visual, auditory, and tactile in nature. Consider the following interventions and
accommodations:
 To address Firstname’s phonological awareness deficit, place instructional emphasis on
phonemic awareness activities at the advanced level (deleting, substituting sounds in
words). A website with examples of advanced phonemic manipulation (i.e., substituting
and deleting phonemes) instruction is http://gbliteracy.pbworks.com. School staff may
also refer to the book Equipped for Reading Success by David A. Kilpatrick.
 Provide explicit, systematic instruction in phonics and use decodable text for daily
practice.
 Teach comprehension monitoring (e.g. does the word make sense in context?).
 Allow Firstname alternative ways of demonstrating her knowledge that do not rely on
reading and writing skills. Examples include opportunities to respond orally to
assignments and assessments and alternative assignments (e.g., oral presentations,
dioramas, or debates) rather than lengthy written assignments.
 Do not require Firstname to participate in whole-class oral reading.
 Have Firstname listen to books on tape and follow along in the printed book to increase
exposure to the sounds of language.
 Allow an adult or older sibling to serve as a scribe for homework assignments. Allow for
verbal or transcribed responses to tasks that assess content knowledge rather than
writing skill.
 Chunk writing assignments into smaller components, interspersed with other activities
that do not require writing. Provide Firstname with additional time to complete writing
assignments.
 Incorporate visual strategies into instruction whenever possible. When giving new
information, pair the information with a visual cue to aid recall. For example, when
teaching new vocabulary words, encourage Firstname to develop her own mental image
or drawing that illustrates the definition.
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Explore use of the software Read & Write Gold, available through the NNPS Assistive
Technology department. This program allows the user to have electronic materials read
to them, increase the size of the text, spell check phonological spelling errors, get word
definitions, and build vocabulary knowledge.
Use the following strategies to improve Firstname’s phonological and orthographic processing
skills:
 Phonemic awareness activities on rime units
 Backwards decoding technique
 Highlight rime units and syllables in words
 Oral spelling,
 Oral decoding (spell word aloud and student decodes)
 Reading nonsense words
 Spelling nonsense words
 Teach that irregular words are only irregular with one sound usually
 Analyze word structure (e.g., onset, rime units)
 Making/breaking words (cut apart a big word – YESTERDAY – students make as many
words as possible)
ORTHOGRAPHIC PROCESSING
For students with spelling, decoding, and fluency weaknesses stemming from significant deficits
in phonological and/or orthographic processing, independent, scientific, replicated research
supports the use of a reading and spelling system that is simultaneously multisensory,
systematic, and cumulative. In other words, teaching should progress in a gradual, step-by-step
manner, and should be simultaneously visual, auditory, and tactile in nature. Consider the
following interventions and accommodations:
 Allow Firstname alternative ways of demonstrating her knowledge that do not rely on
reading and writing skills. Examples include opportunities to respond orally to
assignments and assessments and alternative assignments (e.g., oral presentations,
dioramas, or debates) rather than lengthy written assignments.
 Do not require Firstname to participate in whole-class oral reading.
 Have Firstname listen to books on tape and follow along in the printed book. This
strategy can build fluency and increase motivation for reading.
 Allow an adult or older sibling to serve as a scribe for homework assignments. Allow for
verbal or transcribed responses to tasks that assess content knowledge rather than
writing skill.
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Chunk writing assignments into smaller components, interspersed with other activities
that do not require writing. Provide Firstname with additional time to complete writing
assignments.
Explore use of the software Read & Write Gold, available through the NNPS Assistive
Technology department. This program allows the user to have electronic materials read
to them, increase the size of the text, spell check phonological spelling errors, get word
definitions, and build vocabulary knowledge.
Use the following strategies to improve Firstname’s phonological and orthographic processing
skills:
 Phonemic awareness activities on rime units
 Backwards decoding technique
 Highlight rime units and syllables in words
 Oral spelling,
 Oral decoding (spell word aloud and student decodes)
 Reading nonsense words
 Spelling nonsense words
 Teach that irregular words are only irregular with one sound usually
 Analyze word structure (e.g., onset, rime units)
 Making/breaking words (cut apart a big word – YESTERDAY – students make as many
words as possible)
PROCESSING SPEED/SPEED OF MOTOR OUTPUT
Consider the following interventions and accommodations due to Firstname’s weakness in
processing speed:
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Eliminate time pressure. Place the emphasis in evaluation on accuracy rather than
speed. Replace timed tests with alternative assessment procedures.
Because Firstname has difficulty performing tasks rapidly under pressure, provide him
with ample time to complete his work or shorten assignments so that they can be
accomplished within the period.
Firstname may need extra time to complete reading, math, or writing tasks. Make sure
he is allowed this time in a way that does not bring negative attention to him.
Shorten drill and practice assignments that include visual information or require visualmotor skills, such as the repeated writing of spelling words.
Slow visual processing of symbols could reduce Firstname’s reading speed to a degree
that is significantly slower than his oral language and reasoning abilities, causing poor
comprehension, frustration and boredom. Provide instruction to increase his processing
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speed specifically within the task of reading. Skills to train are reading fluency, ability to
automatically recognize common letter sequences used in print, and sight vocabulary.
Provide Firstname with activities designed to increase his rate of production, such as
recording the starting and stopping times on an assignment or using a stopwatch or
timer to increase response rate.
Provide various timed activities, such as having Firstname read a list of high frequency
words as fast or calculating simple math facts as fast as he can. Chart daily performance.
Have Firstname estimate the amount of time that it will take to complete a task. Have
him write down the starting and finishing times.
READING COMPREHENSION
Firstname has weak reading comprehension skills, which are likely related to his deficits in
verbal reasoning, working memory, and/or executive functioning skills. Reading comprehension
is a complex skill that requires several building blocks. It is key to build skills across multiple
areas, including decoding and fluency, vocabulary, metacognitive skills, and memory skills. For
accommodations and strategies, please see the attached handout “Building Academic Skills:
Reading Comprehension.”
SELF-ESTEEM
Find ways to emphasize Firstname’s strengths in order to build self-esteem. Some examples
include assigning him a class job or special role within the school or teaching others (younger
students or classmates) a skill he has mastered.
SELF-MONITORING
Firstname may benefit from an individual behavior plan designed to improve his self-monitoring
skills in the classroom as it pertains to work habits. The interested reader is encouraged to view
the article, “How To: Teach Students to Change Behaviors Through Self-Monitoring,” located at
https://www.interventioncentral.org/node/961544.
SENSORY SEEKING
If Firstname continues to be eligible for special education services, his case manager may wish
to request a consultation with the occupational therapist to assess the possible need for
sensory aids to address his sensory-seeking behaviors. The teacher may incorporate subtle
sensory aids, such as Velcro under the desk or table where he works, fidget toys for use during
whole-group instruction, or a wiggle cushion or chair.
SLOW LEARNERS
Due to Firstname’s cognitive and academic weaknesses, additional instructional and guided
practice opportunities tailored to his instructional level will be needed in all academic areas to
promote growth. Keep assignments short and provide immediate feedback regarding accuracy
in order to optimize growth.
SOCIAL SKILLS
Continue to provide Firstname with adequate opportunities for positive social interactions,
through membership on a team, volunteering, or participation in a hobby with like-minded
peers. Both social interaction and exercise are good coping skills and confidence-builders. In
addition, the following may prove helpful:
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Specific roles that encourage positive social interaction such as “messenger” or passing
out papers.
At parents’ and school staff discretion, counseling groups designed to build social skills.
SPELLING
Though Firstname is capable of adequately expressing her thoughts in writing, her spelling skills
are impaired. At times, this may interfere with her ability to organize the intellectual processes
needed to write. When evaluating her written product, place emphasis on the written
expression rather than on the spelling. In addition, the following strategies may prove helpful:
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Highlighting the following word parts: prefixes, base words, suffixes.
Using a spell checker.
Using apps like LetterReflex.
Providing conventional spelling rules on index cards to support long-term memory
retrieval (for example: words ending in a double consonant: ED = If the word ends in a
double consonant, simply add ED. ING = If the word ends in a double consonant, simply
add ING.)
Writing on every other line so that spelling corrections can be made above the
misspelled word.
Rewriting a story just read using a word bank to support memory traces
Using multi-sensory techniques to learn uncommon graphemes
Referencing grapheme cards when reading/writing
Having a letter line with the letters b and d highlighted in different colors or having the
word “bed” on the desk
To reduce letter reversals, emphasize one letter, rather than both (e.g. only ‘b’).
Repeated exposure to and practice with one of the pair will aid with identification of
both.
Reading and writing controlled/dictated sentences with targeted graphemes
Establishing spelling tests based upon word families/grapheme units
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Explore use of the software Read & Write Gold.
VISUAL-MOTOR INTEGRATION
Due to visual-motor integration weakness, Firstname may experience difficulty in copying
material from chalkboards or textbooks and completing tasks that involve aligning information,
such as writing basic math problems. Consider the following accommodations and
interventions:
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Explicit instruction in keyboarding skills to enable him to type assignments on a
computer as opposed to writing by hand.
Consider having an adult transcribe Firstname’s answers when alignment may impact
his performance.
Provide a copy of notes from the board. Consider cloze, or fill-in-the-blank style notes.
Encourage Firstname to use grid-lined paper in math class to prevent mis-alignment of
numbers.
WORKING MEMORY
Consider the following interventions and accommodations due to Firstname’s weakness in
working memory:
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It will likely take Firstname longer than his classmates to complete assignments, tests,
and homework. Reduce homework requirements whenever possible, break assignments
into manageable chunks, and provide frequent breaks during independent assignments
and tests.
Allow for increased repetition of material. Short, frequent (i.e., multiple times per day)
review sessions are more effective than longer daily sessions.
Provide explicit instruction in memory aids, such as visualization techniques and
mnemonic devices.
Firstname may have difficulty remembering information given orally. When instructions
are given orally, have Firstname repeat the instructions to ensure understanding. Try to
give one step of an assignment or procedure at a time, or provide visual cues for the
steps of an assignment or procedure.
Similarly, Firstname may have difficulty comprehending lengthy written instructions, so
shorten and simplify written instructions whenever possible.
Teach Firstname to not rely on mental computations when solving math problems. For
example, when performing long division problems, he should write down every step
including carrying numbers. When solving word problems, he should always have a
scratch piece of paper handy and write down the steps in the calculations. This will help
prevent him from losing his place and forgetting what he is doing.
WRITING
Consider the following interventions and accommodations due to Firstname’s weakness in
writing:
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Analyses of Firstname’s oral language and writing abilities document his difficulties
expressing his ideas in both speaking and writing. Consult with the speech-language
pathologist (SLP) for specific recommendations. The SLP and the general education
teacher(s) should have ongoing communication in regard to procedures for reinforcing
newly developing language skills in the classroom. Correspondingly, the SLP can
integrate vocabulary and concepts introduced in the classroom into therapy sessions.
The selected procedures and techniques would be designed to improve both oral and
written expression.
Adapt all writing assignments to match Firstname’s present level of oral language skill.
Adjust the grading criteria accordingly.
Teach Firstname how to write various types of sentences. Show him an interesting
picture and have him generate varied sentence patterns. Begin with practice writing
simple sentences and questions. Next, teach Firstname how to join and create
compound sentences. Then introduce and provide practice writing complex sentences
with one clause. Finally, teach him how to write compound-complex sentences.
Firstname may benefit from pre-writing activities such as activating prior knowledge
(verbal or written), using known vocabulary, ideas, details.
Firstname may benefit from being given a choice on writing assignments or prompts.
When possible, give him two or more options for written assignments.
Firstname may benefit from developing a writing outline, list, thinking map, or other
visual aid prior to beginning a rough draft. Teacher assistance or confirmation with this
process may be helpful.
Help Firstname understand the purpose of each stage of the writing process. Explain
that writing is a recurrent activity that usually involves multiple drafts and revisions,
prior to publishing.
Make sure that Firstname spends at least 30 minutes daily on writing activities.
If Firstname is stuck on putting pencil to paper, have him dictate his stories to an adult
to get his ideas out. He should also begin to learn bypass strategies such as voice-to-text
and keyboarding to increase written output. Firstname may also enjoy electronic
concept maps to organize written work (https://www.inspiration-at.com/inspiration-maps/
or www.mindmeister.com).
Use graphic organizers to help Firstname structure his writing ideas.
Provide Firstname with [sufficient time to complete, extended time] on all writing
assignments.
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Reduce the amount of writing that Firstname is expected to complete, both in the
classroom and for homework.
When a non-writing assignment requires a large amount of writing, allow Firstname to
dictate answers to an instructional/parent aide or, at home, his parent. Depending on
the situation, a peer could take dictation, if it would not cause the student
embarrassment.
Allow Firstname to take [written exams, content area exams] orally. If necessary, he can
go to a quiet room and dictate his answers to an aide or into a tape recorder for grading
at a later time.
On some assignments, provide a scribe or typist for Firstname. Have him dictate his
thoughts to another who will write them or type them on a word processor. Have him
then read the printed copy and [discuss, make] revisions.
INSTRUCTIONAL RECOMMENDATIONS AND INTERVENTIONS
It may be useful to determine exactly which capital and lowercase letters Kloey recognizes and
can identify. Print each of the 26 letters of the alphabet on an index card. Make one card for the
capital letter and one card for the lowercase letter so there are 52 cards in all. Present the
letters to Kloey in random order, and keep a list of known and unknown letters. The procedure
can be repeated several times. Unidentified letters become instructional objectives. As a higherlevel variation on the procedure, ask Kloey to match capital and lowercase letters.
Kloey may benefit from a variety of prereading activities, such as matching a picture of a dog
with the letter d.
Storybooks for beginning readers that illustrate written text may help Kloey learn to link words to
pictures.
Introduce new math problems using concrete objects or manipulatives to build Kloey's
understanding of how the set of objects relates to the number representation.
Encourage Kloey to draw pictures that express her ideas. Monitor the development of Kloey's
pictures. Early written productions often follow a progression from random scribbling, to zigzag
lines or curves, to variations in lines or curves, to linear arrangement of lines and curves, to
formation of letters. Whenever possible, act as a scribe by writing Kloey's name on the picture
or her more detailed description of it. Make sure that Kloey attends to what you are writing.
Encourage Kloey's teachers, parents, and caregivers to have fun with her doing a variety of
prewriting activities, such as modeling different shapes with clay or play dough or drawing or
painting simple shapes. Model the correct way to hold a pen, pencil, or crayon and provide
positive feedback for Kloey's artistic accomplishments.
Multisensory techniques involving repeatedly tracing and saying letters and short words may be
helpful. Emphasize activities that involve coloring, writing, and talking about letters and short
words.
Reading aloud to Kloey is a helpful activity for vocabulary development. Select books that
include new vocabulary words for Kloey. While reading, pause and explain any unknown words
that may negatively affect her comprehension. After reading the books, discuss the new words
and their meanings more fully.
Encourage parents to ask and answer questions and discuss with Kloey events that occurred
during the day.
For Kloey, an intensive program of vocabulary development enrichment activities may be an
important foundation for literacy. An effective intervention program will identify and target
hundreds of words for her to learn each year. Kloey's increased exposure to words and their
meanings may increase her familiarity with academic vocabulary. When Kloey begins to learn to
read, the vocabulary she has acquired will support morphological awareness and
comprehension of written language.
Explicit teaching of specific words and names of objects may improve Kloey's vocabulary.
Provide repeated and multiple exposures to new words. Provide opportunities to use new words
in a variety of contexts. This type of instruction may help Kloey develop knowledge of high-utility
words and key vocabulary.
Kloey may benefit from an environment rich in language exposure. Opportunities for roleplaying, sharing time, and hands-on activities with new, interesting vocabulary may help Kloey
acquire new vocabulary words and incorporate these words into her speaking vocabulary.
Provide exposure to, and practice with, new words.
Find books with large pictures and one or two words, simple phrases, or simple sentences on
each page. When reading to Kloey, describe the pictures and objects on each page. Have Kloey
point to pictures that you name and then ask her to name some of the pictures.
Engage Kloey in a dialogue about a story that was read and include the names of the objects
that were used in the story. Make connections between new words and words Kloey already
knows. Explain the meanings of new words by paraphrasing using known words.
Use nursery rhymes to help develop Kloey's ability to hear and repeat words. Select an
appropriate nursery rhyme verse and read it aloud. For example, read the first verse of Twinkle,
Twinkle Little Star:
“Twinkle, twinkle little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.”
Tell Kloey that you are going to read it again but this time, whenever you stop, you want her to
provide the next word. Stop before a rhyming word. For example, “Twinkle, twinkle, little star,
How I wonder what you_____. Up above the world so high, Like a diamond in the _______.”
Have Kloey attempt to say or sing the entire verse. Provide help, as needed. Choose, or have
Kloey choose another nursery rhyme for practice, such as Jack be Nimble, Little Miss Muffet,
Jack and Jill, Baa Baa Black Sheep, or Itsy Bitsy Spider.
Opportunities to hear and use language may help Kloey develop expressive language abilities.
Model language for Kloey; this is a key to her language development. Describe actions, label
objects, and engage Kloey in conversations. Ask Kloey questions to help her expand her ideas.
If Kloey makes semantic or syntactic errors when speaking, respond to Kloey's intended
message and model the correct language rather than identifying the errors. For example, repeat
target words or phrases that Kloey expresses and place them into a correct sentence structure.
Using a musical instrument to present a sound pattern that Kloey must repeat will help develop
her ability to focus on, listen to, and repeat auditory information. For example, use a drum to
present a sequence of beats. Begin with a few beats and then increase the number of beats
based on Kloey's ability to repeat the sequence accurately. Vary the number, the tempo, the
intensity, and the rhythm of the beats to make it more challenging. Other instruments, such as
bells or a xylophone, may be used. As an extension activity, ask Kloey to present a sound
pattern for you to repeat.
Knowledge of words, their meanings, and the ability to reason using words in context is
important for comprehension and problem solving. Involving Kloey in vocabulary-rich learning
activities may increase her level of word knowledge.
Reading aloud to Kloey is a helpful activity for vocabulary development. Select books that
include new vocabulary words for Kloey. While reading, pause and explain any unknown words
that may negatively affect her comprehension. After reading the books, discuss the new words
and their meanings more fully.
Encourage Kloey's parents to talk to her, including Kloey in adult conversations and using highlevel vocabulary words. Also, provide Kloey with intellectually stimulating activities as often as
possible.
Use manipulatives to develop Kloey's understanding of math concepts such as counting,
identifying numbers, shapes, and sequences.
Kloey may benefit from inclusion in a preschool classroom environment that emphasizes
successful learning experiences. Positive experiences may bolster her self-concept and foster
new learning.
Opportunities for Kloey to work with puzzles, pegboards, or dot-to-dot drawings provide her with
the necessary practice and experience in recognizing and organizing visual stimuli. Play
matching or concentration games to give Kloey the opportunity to focus on visual details in a fun
environment.
Provide opportunities for Kloey to talk about what she is learning. When teaching Kloey a new
word, name, or concept, encourage her to generate and verbalize her own associations with the
material to be learned. Kloey will learn the material more effectively when she elaborates on the
material. Ask Kloey to explain the new material or concept in her own words or describe
elements of the new material by comparing it to something she already knows.
Plan a sequential program of dialogic reading for Kloey, both individually at home and within a
small group setting at preschool. Develop a systematic plan to use this interactive book reading
format with Kloey at least three times per week. Select interesting books that contain target
vocabulary words at an appropriate reading level for her. Prepare associated concrete objects
that can be used to help teach the targeted vocabulary words in each book. Immediately prior to
the interactive reading time, introduce the target vocabulary words to Kloey using the concrete
objects. Read to her. During reading, actively engage Kloey by asking open-ended questions
about the story or the pictures and providing opportunities to talk and be heard, while
encouraging her to use the newly acquired vocabulary from the book. For each page of the
book, help Kloey become an active participant in the reading process by using the following
fundamental sequence called PEER:
Prompting Kloey to say something about what is on the page (e.g., “What is this?” or “Tell me
something that is happening in the picture.”)
Evaluating her response (e.g., “Yes, that’s right; it is a giraffe eating leaves.”)
Expanding Kloey's response by rephrasing what she said and expanding upon it (e.g., “It looks
like it’s a really happy giraffe too!”)
Repeating or rephrasing the prompt to make sure Kloey has learned from the expansion (e.g.,
“Can you say, `Happy giraffe’?”)
After reading time, plan an activity that will allow Kloey to use the target words.
Kloey may benefit from a further evaluation (e.g., causal, co-occurring, contributing factors) of
her limited ability to correctly identify altered pictures of objects.
Help Kloey develop early number competencies and a sense of numbers. She should learn to
read, write, and understand numerals and should be able to match the numerals to quantities
through counting. Kloey should learn to count to 10, determine how many objects are included
in small sets, learn that each object in a collection is counted only once, understand that
counting words are always used in the same sequence (e.g., 1, 2, 3, 4, etc.), and recognize that
the last number in the sequence always denotes the number of objects included in the set. Use
games to reinforce ideas and procedures that were previously introduced to Kloey.
Provide Kloey with practice in immediately identifying the numerical value associated with small
quantities (e.g., 2 apples, 3 ducks), facility with basic counting skills, simple numerical
operations, and proficiency in approximating the magnitudes of groups of 1, 2, and 3 objects.
Oral explanations by a teacher or tutor, in conjunction with discussions with Kloey, will help
clarify what she has learned and may increase her understanding of quantitative concepts.
Report Recommendations Bank
Recommendation areas (In Order):
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Cognitive (Memory)
Cognitive (Processing Speed)
Cognitive (Visual-Spatial)
Academic Practice at Home
Adaptive/Self-Help
Autism
Social-Emotional/Behavior/Attention
Social Skills/Coping
Parent-Teacher Communication
Transition
Preschool
College Bound
English Language Learners
Health Issues (e.g., diabetes, etc.)
Reading
Writing
Mathematics
Gifted
Cognitive (Memory):
● Student may also benefit receiving directions in various forms—verbally, demonstrated,
with visual aides, written, etc. Using these multiple modalities may help to hold
Student’s attention for a longer period of time as well as help him to fully process what
is he is being asked to do.
● Student may benefit from a combination of pictures, sounds, songs, textural, and
kinesthetic input in order to successfully store information in his short-term memory. In
addition, Student may benefit from repetition of concepts in order to move this
information into his long-term memory.
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Cognitive (Processing Speed):
● Provide student with reminders of time remaining to complete assignments and
prompts to remain on task.
● Speak slowly when giving verbal directions and providing simple written directions to
accompany verbal directions.
● Provide a checklist or rubric at the beginning of the assignment.
● Provide outlines, notes, or graphic organizers to reduce note-taking demands.
● Break down large assignments into smaller pieces with staggered deadlines.
● Shorten repetitive assignments e.g. ask student to complete only even-number problems.
● Limit homework time and let parents sign off on any unfinished portions.
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● Cognitive (Visual-Spatial):
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● For School:
● Emphasize verbal instructions
● Provide copies of class notes but encourage student to copy own notes
● Encourage proofreading of assignments
● Provide opportunities to practice manipulating materials
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● --Instructional Strategies:
● The focus of instructional strategies for students with poor visual-spatial abilities is on
reducing the emphasis on visual-spatial knowledge, and emphasizing language skills.
● Reduce the emphasis on visual-spatial skills for gaining knowledge and understanding:
● Reduce the number of visual displays involving manipulatives, drawings, diagrams and
charts. Replace them with clear verbal instructions.
● Do not require the student to use any visual strategies that he or she finds confusing, such
as webs, diagrams, charts and schemas for math operations
● Replace copying from the blackboard with providing copies of the notes or assignments.
● When copying is required, do not require speed. Allow extra time for the student to
proofread for accuracy.
● Provide math exercises on worksheets with only a few questions and plenty of white
space. Do not require the student to copy problems from the blackboard or textbook
● Increase the emphasis on language for explaining concepts and procedures.
● Explain in words all new skills and concepts, and all graphics and visually-based
information and tasks
● Provide the support of clear verbal instructions for tasks requiring spatial organization
● Encourage student to use verbal mediation to talk themselves through visual or spatial
work
● Teach the student to use verbal mediation when copying from far point to paper, by
saying each word or number or detail.
● Direct Instruction of visual-spatial conventions and information:
● Teach the student to write from left to right. Use a green for “go” margin on the left side
of paper where the student begins to write. Use a red for “stop” line at the left edge of
the paper.
● Provide activities with manipulative materials, particularly in the primary grades
● Provide extra visual structure on worksheets and assignments. Use organizers like
numbered boxes, or colour codes where instructions and similar questions have the same
colour.
● Provide graph paper and lined paper for completing math exercises.
● Teach the student how to interpret the organization of a page of text having an unusual
format by using numbers to identify the sequence, or colours to link related information.
● Provide Direct Instruction in reading and interpreting maps, graphs, charts, and diagrams
● Environmental Strategies:
● Keep work space free from extraneous distractions, by removing all visual clutter that is
not necessary to the task.
● Ensure that the student clears his or her desk completely before beginning a task.
Remove all visual clutter from the workspace before assembling the materials needed for
the current task.
● Assessment Strategies:
● Put fewer math questions on each page, with a lot of white space for calculations on math
tests.
● Provide manipulative materials when testing concepts involving spatial relationships.
● Emphasize verbal and written answers, rather than charts, diagrams and maps, where
possible.
● Permit students to explain spatial information from their perspective without the
requirement to rotate it to the examiner’s point of regard.
● Reduce the emphasis on interpreting charts and mapping, unless that is the skill being
evaluated.
● Do not penalize the student for placing information incorrectly on a page.
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● For Home:
● Encourage games and activities to help practice manipulating and constructing objects
● Practice visual tasks, such as puzzles, word find puzzles, or “spot the difference” type
games
Academic Practice at Home:
Adaptive/Self-Help:
Autism:
● Provide opportunities for adaptation to assist with changes in activities or routines
(transitional objects, visual schedules using pictures or written words).
● Provide opportunities to interact with typically developing peers.
● Alternate preferred and non-preferred activities.
Social-Emotional/Behavior/Attention:
● Because Student struggles with hyperactivity and frequently answers impulsively
without first thinking through a problem, his teachers may consider making him wait a
minimum of 5 seconds after reading or hearing a test question before responding. Doing
so will force him to think about the problem a little longer instead of immediately
writing down the first thing that comes to his mind.
● Student is a natural leader with a charismatic personality, but he often uses this ability
in a negative way. Student’s teacher may consider providing him with opportunities to
develop positive leadership skills. For example, they might assign him a special
responsibility for the class, etc.
● Student may also benefit from being taught active listening skills:
○ Stop working.
○ Clear desk of nonessential materials
○ Attend to the source of information.Write down important points.
○ Ask for clarification.
○ Wait until all directions are received before beginning.
● Student may be helped by his teacher making sure he is attending to sources of
information (e.g., eye contact is being made, hands are free of materials, he is looking at
the assignment, etc.).
● Student may also benefit receiving directions in various forms—verbally, demonstrated,
with visual aides, written, etc. Using these multiple modalities may help to hold
Student’s attention for a longer period of time as well as help him to fully process what
is he is being asked to do.
● Student may also benefit from his teachers developing a new behavior plan or revising
one that his already in place. Considerations for an effective behavior plan include
identifying appropriate replacement behaviors, effective reinforcement strategies, and
clear consistent consequences.
● Continued communication between school and family is important regarding medical
and educational information, to determine the most appropriate educational
interventions
● Parents may wish to review this information with their family physician/pediatrician in
order to determine if further evaluation or treatment is necessary
● Continued monitoring and evaluation at school, as well as by other professionals
(possibilities parents may wish to consider include: psychiatrist, psychologist,
neurologist, social worker, or other professional trained in diagnosing and managing
these social-emotional needs) would appear beneficial.
● Alternate preferred and non-preferred activities.
● Behavior chart will be sent home daily and be signed by parent.
Social Skills/Coping:
● Student is a natural leader with a charismatic personality, but he often uses this ability
in a negative way. Student’s teacher may consider providing him with opportunities to
develop positive leadership skills. For example, they might assign him a special
responsibility for the class, etc.
Parent-Teacher Communication:
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Home-School communication sheet will be sent home daily and will be signed by parent.
Home-School communication log will be sent home weekly and will be signed by parent.
Teacher will communicate with parent (daily / weekly) by email.
Parent will initial homework planner daily.
Transition:
● Because Student will be 14 years-old relatively soon, he may benefit from his teachers
and parents beginning to talk to him about realistic future post-secondary plans. These
might include emphasizing the importance of earning good grades so that he will be
eligible to play high school sports, talking about possible career paths, etc.
Preschool:
College-Bound:
English Language :
Health Issues:
Reading:
● Student should continue to practice reading whenever possible to build on her speed
and word recognition. She should be encouraged to read text at her independent level,
which is text she can read without help and frustration, so she can gain confidence and
become more familiar with high frequency words.
● Provide student with audio recordings of books and other reading materials, when
possible. Listening to the material while reading along may help increase her visual
memory for word sounds and may increase her vocabulary and reading fluency.
● To increase fluency, confidence in reading, and memory of language, have student
engage in repeated reading, or reading the same story several times at her instructional
level.
● Provide student extended time for reading in testing situations when the purpose of the
assessment is not to assess reading fluency.
● Check for understanding after small sections of text. Have student summarize what he
just read and then provide him with feedback.
● To help build comprehension, provide student with a blank story map and have him fill
in the blanks as he reads the story.
● When student reads, he should be asked to summarize what he has read and make
predictions and inferences about what might happen next in the story. This will help
build his inferential reading comprehension skills.
● Have student generate questions about the contents of text before, during, and after
reading text. Students have been found to understand text better when they form their
own factual and inferential questions.
● Student may benefit from explicit instruction in the areas of phonemic awareness and
phonics skills. For example, allow Student to use his content vocabulary words to
practice decoding skills by color coding the phonics patterns using highlighters, circling,
underlining, or drawing a line to separate the common spelling patterns.
● Have Student explore a passage for rhyming words or word families and practice
phoneme manipulation by challenging Student to make as many new words as he/she
can from a vocabulary word by changing only one letter or sound.
● Student may benefit from consistent, repetitious instruction in sight word knowledge.
Start with a small number, maybe 5, and continually practice until mastery.
● Student may benefit from explicit instruction in comprehension strategies, such a
locating key words or phrases in questions and passages or using visual cues for
comprehension strategies (i.e., reading bookmark, use of a graphic organizer during
reading, etc.).
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Writing:
● Provide the student with pre-planning activities and visual organizers to help her
organize her thoughts before she begins to write.
● Emphasize the full writing process including planning, writing the first draft, and
revising. Make those stages clear and explicit.
● Offer models of good writing that the student can review when completing writing
assignments.
● Provide specific, timely, and supportive feedback to the student about her writing.
● Try to tailor written assignments to subjects of particular interest to the student, such as
__________.
● The student may benefit from using a proofreading checklist before turning in writing
assignments. This checklist would remind him of correct capitalization, punctuation, and
spelling.
● Consider providing the student with a laminated sheet of sight words that he can
recognize but has trouble spelling. Allow him to utilize this sheet while engaging in
writing tasks.
● On graded assignments, require the student to correct any words that are misspelled by
looking them up in a dictionary. This will help him learn the correct spelling of these
misspelled words and will improve his chances of spelling words correctly in the future.
● Prompt the student to write daily and provide immediate and specific feedback about
his writing. Short daily writing tasks may help build the student’s writing fluency and
boost the student’s confidence in expressing himself in writing.
● (Name)’s deficits in phonemic awareness and phonics may directly impact his/her ability
to express his thoughts in written language. Direct instruction regarding the writing
process may be beneficial.
● Provide (Name) with sentence and/or paragraph starters and personal choice of topics.
● Provide (Name) with a word box for reference (i.e., commonly used sight words, content
vocabulary, etc.).
● (Name) may benefit from the use of mnemonic devices.
Mathematics:
● Students should complete easier problems first, obtain corrective feedback, and have
the opportunity to ask questions before progressing to harder problems.
● Teach the student to recognize all of the coins (e.g., penny, nickel, dime, quarter, halfdollar).
● Teach the student to count by pennies, nickels, dimes, quarters, and half-dollars.
● Teach the student to count combinations of pennies, nickels, dimes, quarters, and halfdollars.
● The student should be exposed to time and money concepts whenever possible (i.e.
highlight the steps taken to determine the time, discuss how much change he should get
back after a purchase, etc.)
● Make certain the student understands all concepts involved in telling time (e.g.,
counting by 15s, 10s, 5s; the big hand and the little hand; etc.).
● Make certain the student has a standard clock at home and in the classroom to use as a
visual reference.
● Have the student recognize when events occur in the daily routine using the standard
clock.
● Have the student set the hands on a clock as the teacher/tutor indicates times of the
day.
● Use visual representations such as number lines, arrays, and strip diagrams.
● If visuals are not sufficient for developing accurate abstract thoughts and answers, use
concrete manipulatives first.
● Provide opportunities to solve problems in a group and communicate problem-solving
strategies.
● Encourage the student to talk aloud when explaining how to solve a problem. Rather
than just reading a word problem, have him explain what it means.
● Promote mastery of math facts through incremental rehearsal. Incremental rehearsal
builds student fluency in basic math facts ('arithmetic combinations') by pairing
unknown computation items with a steadily increasing collection of known items. This
intervention makes use of concentrated practice to promote fluency and guarantees
that the student will experience a high rate of success.
● Increase accuracy and motivation by intermixing easier problems with more challenging
problems. Students are more motivated to complete computation worksheets when
they contain some very easy problems interspersed among the more challenging items
● Increase accuracy and productivity rates via self-monitoring and performance feedback.
Students can improve both their accuracy and fluency on math computation worksheets
by independently self-monitoring their computation speed, charting their daily progress,
and earning rewards for improved performance.
● Use songs and videos such as multiplication and fraction rap to help (Name) learn basic
facts and problem solving steps. (YouTube can be a good source for videos and songs).
● Allow (Name) to use manipulatives to solve problems, especially those involving
multiple steps.
● Allow (Name) to draw pictures that correspond to math problems in order to help her
better visualize the problem.
● (Name) may benefit from breaking down multi-step problems into smaller more
manageable steps.
● Help (Name) relate problems to real-life situations (i.e., using a clock to talk about his
daily schedule, representing the amount of money needed for a snack, etc.).
● Because Student struggles significantly with basic math computation, she should be
encouraged to use resources such as scratch paper and even counting on her fingers to
help aid her problem-solving efforts. She may benefit from her teachers modeling
problem-solving strategies such as drawing tallies, etc.
● Student’s teachers and parent might consider encouraging her to practice math skills
that impact her automaticity. The following Pinterest page contains lots of fun resources
and activities for school and home alike:
https://www.pinterest.com/cece09/math-facts-fluency-building-x/
https://www.pinterest.com/bobbie_mason/math-reasoning/
TSP Master Recommendations Template
General Recommendations
1) This report should be presented at an Individual Education Plan (IEP) meeting to develop any needed
supports and determine the least restrictive environment to support Student’s needs.
Classroom Supports
2) The elements of a successful school program for Student are as follows (ADD/DELETE AS
APPROPRIATE TO LRE):
1. Structured, predictable routines and learning procedures
2. One-on-one or small group academic support in the classroom
3. Individual support by a learning specialist and/or resource specialist for academic skills,
particularly in reading and writing
4. Placement in a classroom with a psychologically-minded and positive teacher
5. In class-support in the form of adult scaffolding (e.g. frequent cuing, prompting,
modeling, and emotional support)
6. Opportunities for positive movement in the classroom and/or sensory breaks
7. Strong family collaboration
8. Integrated support services (OT, therapeutic services, academic support)
9. Positive behavior support plans integrated in the classroom milieu.
10. Opportunities to foster Student’s strengths, interests, and social connections
11. Time and a half for any classroom tests, and standardized tests in the future, as
appropriate
Auditory Processing
3) In the area of listening comprehension, tell Student what to listen for before delivering information
and have him paraphrase directions/instructions soon after hearing them (e.g. you are listening for the part
in the story that tells you what the boy looks like, you are listening for the first thing we will do after
recess. What are you listening for?) When asking him for information, if he says, “I forgot,” cue him by
giving a multiple choice question (e.g. Did the boy look tall and skinny, or short and fat?)
4) Allow extra “think time” for Student when he needs to participate orally. He would also profit from
“front loading” information and opportunities to practice what he will need to discuss prior to classroom
discussions/Socratic seminars. He may also benefit from being given prompts in advance and allowed use
of a cueing notecard to discuss main points.
5) Pair auditory information with visual information whenever possible. Include a picture, vocabulary
words, writing down notes.
6) Pair auditory information with hands-on activities. Use manipulatives, acting out vocabulary words,
etc.
Attention/Executive Functioning
5) Other interventions for attention difficulties include mindfulness practice, exercise, and adequate
sleep:
1. In the area of mindfulness, Student may profit from using apps in which they practices
focus for 5-10 minutes per day (e.g. Headspace, Breathe2Relax, and Smiling Mind).
2. In the area of exercise, regular exercise has been found to improve memory and executive
functions, as well as mood. Especially prior to homework, Student would profit from a
short physical activity (e.g. 20-minute walk). Research has shown 20 minutes of exercise
provides 90 minutes of enhanced focus.
3. In the area of sleep, the recommended amount for children Student’s age is 9 hours per
evening.
4. Student may benefit from sensory breaks.
5. Student may benefit from highlighting strategies in texts for main idea, details, and key
words.
6. Student may benefit from utilizing a daily checklist for needed materials and/or schedule.
7. Student may benefit from utilizing a checklist for homework and needed materials at
home.
8. ·Student may benefit from creating a timeline when trying to study for social studies.
9. Use of a tool to help manage his/her time. For example, a traditional planner, or online planner such as
Google Keep or Google calendar.
10. Support with breaking large projects down into manageable sized pieces and support with planning it
out on a calendar.
11. Support through accountability. Provide frequent checkpoints: A checkpoint may be the teacher
initiating contact to ensure his/her understanding and progress, or the student going to the teacher after
having completed a designated amount of the task, such as the first row of problems.
Memory
7) Student may benefit from having additional time to practice reading texts. Pre-reading and afterreading strategies such as activating prior knowledge and making connections may also be helpful in
increasing memory for texts.
8) Use acronyms and other learning strategies (visualization, etc.).
9) Review material before going to sleep. It should be helpful for students to review material right before going to
sleep at night. Research has shown that information studied this way is better remembered. Any other task that is
performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
10) Students who have a weakness in working memory should not rely on mental computations when solving math
problems. For example, if they are performing long division problems, they should write down every step including
carrying numbers. When solving word problems, they should always have a scratch piece of paper handy and write
down the steps in their calculations. This will help prevent them from losing their place and forgetting what they are
doing.
To check for understanding, have the student repeat the directions back to the speaker.
Student may benefit from “instructing” peers to solidify their own retention of skills.
Behavior Supports
8) Student may benefit from using a self-monitoring strategy with information communicated to both
classroom teacher and family.
9) Student may benefit from using calming strategies and positive self-talk.
10) When in a frustrating situation, student may select from positive behavior options (e.g. count to ten,
deep breaths, get a drink).
Frequent movement breaks.
Development of a system for student to communicate when he/she needs a break.
Reading
9) Student may benefit from downloading audiobooks and following along in the text. This might free up
mental energy for focusing on what she has read. She should pause to annotate to ensure she remains
active in the text. They may choose to do chapter summaries (verbally, perhaps into a voice recording), or
code what she reads with symbols (e.g. !=interesting fact, IM=imagery, NC=new character introduced,
etc.). E-readers also allow for highlighting important text.
10) Student may benefit from previewing text and discussing background knowledge and key vocabulary
words.
11) Student may benefit from accessing reading material that is highlighted for main idea and details.
Using online textbooks.
Writing
10) If Student is stuck on putting pencil to paper, have her dictate her stories to an adult to get her ideas
out. She should also begin to learn bypass strategies such as Dragon voice-to-text and keyboarding to
increase written output. She may also enjoy electronic concept maps to organize written work
(www.inspiration.com or www.mindmeister.org).
10) Student may benefit from pre-writing activities such as activating prior knowledge (verbal or
written) using known vocabulary, ideas, details.
11) Student may benefit from typing responses or using a touchpad. Word prediction software may also
be helpful.
12) Student may benefit from being given a choice on writing assignments or prompts. When possible,
give student two or more options for written assignments.
13) Student may benefit from developing a writing outline, list, thinking map, or other visual aid prior to
beginning a rough draft. Teacher assistance or confirmation with this process may be helpful.
14) Using graphic organizers to help structure writing ideas.
Math
11) Encourage Student to use math in daily life activities, such as counting and figuring out patterns.
Organize family activities that can emphasize use of math (e.g. earning and counting coins, playing
simple card games, Junior Monopoly, etc.)
12) Student may benefit from use of manipulatives (e.g. pennies, blocks) and or representation (e.g.
drawing lines) as part of addition and subtraction calculation.
13) Student may keep a set of math tools for use on daily work (hundreds chart, measurement equivalents,
etc.).
Social Skills
12) Continue to provide Student with adequate opportunities for positive social interactions, through
membership on a team, volunteering, or participation in a hobby with like-minded peers. Both social
interaction and exercise are good coping skills and confidence-builders.
● Student may benefit from given specific roles that encourage positive social interaction
such as “messenger” or passing out papers.
Autism
Because of the features associated with this developmental disorder, children on the Autism spectrum tend to function
best in an environment that provides predictability, structure, and routine. This feels more comfortable for the child, and
it minimizes distractions. With these aspects of the environment set in place, the child along this spectrum can expend
more mental and emotional energy on learning the academic, social, and emotional skills XXX needs to be a successful
individual. The degree to which a child requires such structure and predictability depends on the individual’s particular
presentation. Xxxx also presents with characteristics suggestive of ADHD, which contribute to his school behavior.
* Provide as consistent and predictable a schedule routine as possible
* Provide Xxxx with a daily schedule (picture and/or written) that he can easily reference
* Prepare Xxxx in advance of changes to the schedule or routine
* Prepare Xxxx for transitions between activities
* Clarify and reinforce expected classroom behavior
* Allow for cognitive breaks and movement in between goal work
* Use visual, interactive approaches to help maintain focus and attention
* Small group instruction and assessment
* Chunk less preferred work into smaller segments
* Model appropriate ways to handle feelings and situations
* Encourage active participation in group projects and activities
* Prepare Xxxx a few times in advance of the beginning of an activity XXX does not particularly enjoy, or when there will
be a transition to a different activity
* Provide much positive praise and consistent, motivating rewards on a consistent basis for appropriate behavioral and
emotional control
* Limit use of iPad if possible and find alternative ways for Xxxx to gain or demonstrate that learning
●
●
●
●
●
●
●
Provide with a daily visual schedule
Prepare in advance of changes to the schedule or routine and transitions between activities
Allow for cognitive breaks and movement in between goal work/assignments/activities
Use visual, interactive approaches to help maintain focus and attention
Chunk less preferred work into smaller segments
Model appropriate ways to handle feelings and situations
Use of first, then contingency
Self-Advocacy
13) Develop a “self-advocacy plan” in collaboration with Student so she is aware of the supports and
accommodations that are available to her.
14) Student’s parents are encouraged to visit the Frostig Research Center’s website for tips on how to
build children with learning disabilities’ self-advocacy skills. The website has a PDF of the 6 “Success
Factors” that help students overcome their learning difficulties along with practical ideas on how to build
these resiliency skills. http://frostig.org/our-research/ld-success-predictors/
15) Develop and practice social scripts and conversation starters with the student that provide a
framework for the student to participate in classroom discussions, express ideas in group work, and ask
for support from an adult when needed.
16) Develop and practice strategies for identifying when help is needed, when a problem can be solved
independently.
Development of a system for student to communicate when he/she needs a break. This could be a cue
card, a signal to the teacher, using some kind of pass, etc.
Processing Speed
●
In grading, emphasize accuracy and quality of items completed on an assignment.
Disregard uncompleted items. As a result, a grade is computed by the percentage of
correctly completed items rather than based on the total items assigned or present on a task
or test.
Several great intervention ideas for cognitive and achievement deficits in this document:
https://cxwork.gseis.ucla.edu/pli/14/np/mb/fieldwork-portfolio/docs/interventions-for-cognativeand-academic-deficits.pdf
Organizational/Study Skills/General.
● STUDENT is encouraged to use an agenda book to keep track of when assignments are
due and to develop a plan of attack for completing projects.
● STUDENT is encouraged to complete homework in small “chunks” with regular breaks.
● STUDENT is encouraged to use Semantic Mapping to create study guides for tests.
http://literacy.kent.edu/eureka/strategies/semantic_mapping.pdf.
● STUDENT is encouraged to develop mnemonics (memory strategies) to assist with
studying. http://www.nova.edu/tutoring-testing/study-resources/forms/using-mnemonicsto-learn.pdf
● STUDENT is encouraged to study/review material in small “chunks” rather than a
massive study session. Research shows we master material better if we study every other
day for 15 minutes rather than one day for 60 minutes.
● STUDENT is encouraged to meet with his/her school counselor to discuss organizational
and study strategies, such as how to create a weekly study schedule and homework
completion plan.
● STUDENT is encouraged to “practice until you can’t get it wrong.” Repetition.
Repetition. Repetition.
● Consider creating checklists for studying, writing, or other tasks using Intervention
Central. http://www.interventioncentral.org/tools/student-academic-success-strategieschecklist-maker
● STUDENT is encouraged to visit this link for test anxiety reduction strategies:
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/testtips.pdf
● STUDENT’s parents may wish to work with his/her teacher to develop Homework
Contracts and a Homework Reward system for use at home.
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/hwkcontract
1.pdf
● To promote independent work completion, consider the following strategy:
○ At pre-determined intervals (i.e. 5-10 minutes), a timer buzzes or a device
vibrates to remind STUDENT to self-assess whether he is working on the
assigned task or not. (Explicitly teach what this looks like).
○ Points are earned for XXX intervals of on-task behavior which can be cashed in
for rewards.
● Although intrinsic motivation (motivation that comes from inside an individual rather
than from an external/outside reward, such as money or food) is always the goal for
students as they mature, external motivation may be beneficial at this time in order to
develop stronger work habits and academics. Strategies may include:
○ Use a forced-choice survey to find out what may motivate STUDENT:
http://www.pbisworld.com/tier-3/forced-choice-reinforcement-survey/).
○ The article “Homework: A Guide for Parents” (from the National Association of
School Psychologists) discusses effective strategies for setting up routines and
incentive/reinforcement systems for homework:
http://www.nasponline.org/resources/home_school/homework.aspx
● Promote self-monitoring of Time-on-Task by using a random tone generator:
http://www.interventioncentral.org/free-audio-monitoring-tapes
Reading
Decoding
● Consider using a Letter Cubes game to help STUDENT master decoding skills.
http://www.interventioncentral.org/academic-interventions/reading-phonics/letter-cubeblending
● Consider the “Chunk It, Pull It, Clap It” strategy for promoting decoding technique
application (ask Mr. Marchi for a demonstration).
● Consider using Elkonin (Sound) Boxes to help STUDENT master decoding skills.
http://www.readingrockets.org/content/pdfs/Elkonin-soundbox.pdf
Sight Words
● Consider teaching STUDENT to use Cover-Copy-Compare to promote sight word
mastery. http://www.interventioncentral.org/academic-interventions/writing/how-masterspelling-or-sight-words-cover-copy-compare
● Consider using flash card strategies from Intervention Central to help STUDENT master
sight words. http://www.interventioncentral.org/node/968418
● Or
http://www.rcsdk12.org/cms/lib04/NY01001156/Centricity/Domain/9831/Incremental%2
0Rehearsal%20Sight%20Words.pdf
Fluency
● Consider using the “I Read, We Read, You Read” strategy to develop reading fluency
skills (ask Mr. Marchi for parent handout).
● STUDENT may benefit from spending extra time working on reading fluency at home.
Strategies which may be helpful include:
o Audio recordings of books: Have STUDENT listen to audio recordings of books
while she follows along in a paper copy of the book.
o Listening passage preview: Research has shown that nonfluent readers benefit
from listening to fluent readers. Have a fluent reader (such as mom or dad) read
the book first while STUDENT follows along with her finger. Then, have
STUDENT practice reading it while the fluent reader provides assistance with
words she misses.
o Repeated reading: Research has also shown that nonfluent readers benefit from
reading passages several times. Therefore, it may be beneficial for STUDENT to
read books several times while having the support of a fluent reader for any words
she misses.
o For additional information on these strategies and more, try visiting
www.interventioncentral.org.
Comprehension
● STUDENT is encouraged to keep a pad of paper or sticky notes with him/her during
reading. STUDENT should jot down notes and keywords while reading.
● Consider teaching STUDENT to use Semantic Mapping to help with reading
comprehension and studying in general
http://literacy.kent.edu/eureka/strategies/semantic_mapping.pdf.
● Consider teaching STUDENT to use “Click or Clunk” to assist with reading
comprehension. http://www.interventioncentral.org/academic-interventions/readingcomprehension/reading-comprehension-practice
● Consider teaching STUDENT the Key Word Method for reading comprehension checks
and studying. http://www.interventioncentral.org/academic-interventions/readingcomprehension/keywords-memorization-strategy
● STUDENT is encouraged to draw pictures or make comic strips while he/she reads to
promote comprehension.
● Consider enlisting the help of a peer mentor to assist with reading concerns.
http://www.interventioncentral.org/academic-interventions/reading-fluency/kids-readinghelpers-peer-tutor-training-manual
● Consider teaching STUDENT to use the Ask-Read-Tell strategy to assist with reading
comprehension.
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/cognitive_strategy_r
eading_comprehension_ART.pdf
● Consider teaching STUDENT to use Main Idea Maps to assist with reading
comprehension.
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/main_idea_
map_graphic_organizer.pdf
● Encourage STUDENT to think aloud while reading. Teach him/her to ask “If I had to
teach this to others, what would I tell them?”
● Encourage STUDENT to read (preview) comprehension questions before reading the
passage. This helps him/her to know what to look for in the passage.
Vocabulary
● STUDENT is encouraged to look up unfamiliar words using a dictionary, iPhone, iPad,
etc. while he reads.
● Consider pre-teaching vocabulary to STUDENT before he/she reads the text.
● STUDENT is encouraged to visit Free Rice.com to build vocabulary skills.
http://freerice.com/#/english-vocabulary/1694
Math
General
● Consider visiting https://www.khanacademy.org/ to access free math and science tutoring
and review supports.
● STUDENT is encouraged to call Rose Hulman Homework Helpline (1-877-275-7673)
for free help with math and science homework. Rose Hulman has copies of all stateadopted math and science textbooks.
● Encourage STUDENT to color code math worksheets with highlighter based on problem
type (e.g. highlight all the “+” signs blue; highlight all the “-“ signs red).
Fact Mastery/Fluency
● Consider teaching STUDENT to use Cover-Copy-Compare to promote math fact
mastery. http://www.interventioncentral.org/academic-interventions/math-facts/howmaster-math-facts-cover-copy-compare
● Consider teaching STUDENT to use an Incremental Rehearsal strategy to master math
facts. http://www.interventioncentral.org/academic-interventions/math-facts/mathcomputation-promote-mastery-math-facts-through-incremental-re
Or http://www.interventioncentral.org/node/965168
Good Video Demo: https://www.youtube.com/watch?v=vUeNVlf7p-8
Calculation
● STUDENT demonstrated some difficulties with math computation (i.e. failing to borrow
or carry appropriately during subtraction and addition). At home, it may be beneficial to
work on accuracy and speed through an intervention such as the following on
Intervention Central: “Math Computation, Increase Accuracy and Productivity Rates Via
Self-Monitoring and Performance Feedback”
(http://www.interventioncentral.org/academic-interventions/math/math-computationincrease-accuracy-and-productivity-rates-self-monitorin).
Problem Solving
● Consider teaching STUDENT exactly what he/she needs to do to solve a math story
problem. Model problem solving techniques such as “Say-Ask-Check.”
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/math_meta_
cog_strategy_montague_SAY_ASK_CHECK.pdf
Writing
● Consider the following activity to help STUDENT with staying on topic and with
organizing content:
○ 1. Make a copy of the student’s essay.
○ 2. Cut out each sentence.
○ 3. Assist the student in sorting the sentences into the “On Topic” and “Off-Topic”
piles.
○ 4. Assist the student in reorganizing the “On Topic” sentence into desired essay
format (e.g. Intro, Point 1, Example 1, Detail 1; Point 2, Example 2, Detail 2).
● Consider teaching STUDENT to use the Four Square Method to assist with writing
activities
(http://www.perryville.k12.mo.us/cms/lib4/MO01001704/Centricity/domain/211/writing
%20and%20grammar/four%20square.pdf)
● Consider teaching STUDENT to use Cover-Copy-Compare to promote spelling word
mastery. http://www.interventioncentral.org/academic-interventions/writing/how-masterspelling-or-sight-words-cover-copy-compare
● Consider using graphic organizers such as the OREO to help STUDENT organize essays
http://2.bp.blogspot.com/YQVlLRzFuXI/Voc96iuJAqI/AAAAAAAAMxQ/T7vSLHuaOtI/s1600/opinion%2Bwrit
ing%2Boreo.png
● STUDENT appeared to have significant difficulty thinking of what to write when given a
prompt. In order to assist with generating ideas and organizing his ideas for lengthier
writing pieces, he may benefit from using graphic organizers.
○ http://www.inspiration.com/visual-learning/graphic-organizers: Explains graphic
organizers well, but not all content is free.
○ https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf: One
document with many examples of graphic organizers used for different types of
writing.
○ Search Google Images for “graphic organizers for writing” to find further
examples.
Behavior/Social-Emotional
● STUDENT may benefit from development of a bedtime ritual/routine at home. See
www.parenting.com/article/bedtime-rituals-for-big-kids.
Working Memory:
● Parents and teachers can visit the following links for lists of working memory strategies:
○ https://www.education.ie/en/Schools-Colleges/Services/National-EducationalPsychological-Service-NEPS-/NEPS-Guidelines-Handouts-andTips/Cognitive-Skills/Cognitive-Skills-Working-Memory-in-theClassroom.pdf
○ http://canlearnsociety.ca/wp-content/uploads/2013/03/LC_WorkingMemory_N2.pdf
● Teach STUDENT how to organize information into smaller units so they will be easier to
remember, i.e., breaking down numbers in a sequence to 1-3 and 5-6-3 instead of 1-3-56-3.
● Use the “pause” technique. Every few minutes, pause to let the content sink in.
● Prime the learning to create an attentional bias to the content
● Do a fast physical activity 1st to activate frontal lobe uppers like dopamine and
norepinephrine.
● Provide written/pictorial checklists, task cards, and visual reminders for independent
work activities.
● Use graphic organizers to aid recall and comprehension of text.
● Reduce memory demands (i.e., provide copies of multiplication tables and measurement
conversion charts).
● Provide a card file or notebook to insert cards or pages showing steps, procedures, and
examples of math problems and algorithms.
● Encourage the use of post-it notes in strategic locations.
● Play memory “games” with STUDENT such as:
○ 1. Recall object or picture features – let the child look at an object and talk about
its features. Then take the object/picture away and ask them to recall some of its
features/details.
○ 2. Complete the shape or picture – show the child a shape or picture and then give
them an incomplete drawing of the same shape/picture. Ask the child to complete
the shape/picture from memory.
○ 3. Present a picture and have child draw it then remove both pictures and have
child draw it from memory.
○ 4. What identify what is missing from one of the pictures.
○ 5. Place everyday objects on a table. Show them to the child for about a minute,
then cover them and see how many each can recall. This can also be played by
taking one object away and asking the child to identify the object that is missing.
○ 6. Recall and sequence – a series of three to four colored shapes/pictures.
○ 7. What happens next? – complete pictorial action sequences related to everyday
situations.
○ 8. Recall and sequence – a series of three to four words in a sentence.
○ 9. Recall and sequence – the alphabet, numbers or words
○ 10. Visual memory spelling games – using the look, cover, remember, write,
check strategy with simple high frequency words.
Executive Functioning
● Build strategies to help STUDENT analyze, prioritize, and execute specific steps in a
given assignment.
○ Break down tasks and follow the order checking work along the way.
○ Rehearse new information to help encode it.
○ Use his verbal strengths to talk him/herself through tasks.
● Teach STUDENT strategies to help recall information, such as PAR.
○ 1. P= Picture it.
○ 2. A= Associate it
○ 3. R= Review it.
● Teach STUDENT to recognize common words for ordering a sequence of instructions,
such as “first,” “next,” and “finally.”
● Teach STUDENT how to effectively follow written directions by underlining key words,
numbering steps, and crossing off tasks when he has completed them.
● Teach STUDENT to use graphic organizers such as checklists and timelines for breaking
down assignments, as well as classify and categorize information.
● Use instructions that are brief and simple
● Repeat the instructions frequently
● Ask the student to repeat critical instructions rather than having to ask them repeatedly
● Keep extraneous verbalizations limited by breaking down instructions into simple steps
Books
o RTI Applications by Burns, Vanderhayden, Riley
o A Parent’s Guide to Gifted Children (SENG).
o Late, Lost & Unprepared: Executive Dysfunction & the Disorganized
Child/Adolescent (Laurie Dietzel)
o The Myth of Laziness (Mel Levine)
o Spark: The Revolutionary New Science of Exercise and the Brain (John Ratey)
o Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping
Kids Reach Their Potential (Peg Dawson)
o The Organized Student: Teaching children the skills for success in school and
beyond (Goldberg & Zweibel)
SPECIFIC LEARNING DISABILITY
LEGAL DEFINITION:
The Individuals with Disabilities Education Improvement Act (IDEIA) defines Specific Learning Disability
as a “disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak,
read, write, spell, or do mathematical calculations.”
READING:
●
To the extent possible, student will require curriculum adapted to his/her level, to ensure the
content of lessons is meaningful to him/her.
●
Underlining or writing down each word for which student cannot identify meaning, and looking
up the definition of each word.
●
As student appeared overwhelmed at times by large amounts of text, teachers may wish to
expose a few words or a line of text at a time so student does not become overwhelmed by the
length of the text.
●
To increase reading comprehension, provide many oral language activities, particularly those
designed to build vocabulary and increase listening comprehension.
●
Teachers may wish to encourage student to select books of interest to read for pleasure.
●
Graphic organizers can be used as a comprehension aide.
●
Outline reading assignments to help organize reading and pick up facts and basic information.
●
Pre-reading activities, such as reviewing new vocabulary, teaching the skills, and setting the
background may be beneficial.
●
Continue to improve decoding and reading fluency skills.
●
Student should receive direct instruction in phonics and word attack skills.
●
Student should be encouraged to read with an adult at home daily in order to increase
student’s sight word vocabulary and to practice word attack skills being taught in school.
●
Student would benefit from additional follow-up questioning to help student reach answers to
comprehension questions that require critical thinking about text.
MATH:
●
Creating visual representations of word problems (“drawing” the problem, providing examples
of methods to compute the problem).
●
Provide examples of the problems to solve before asking student to begin. That way, student
will have a model of how to set up problems.
●
When possible, student would benefit from being taught a variety of strategies to solve math
problems.
●
Visually drawing a problem in order to solve it may help student better understand the type of
problem he/she is attempting to solve.
●
Breaking down problems in a step-by-step manner assuring completion of each step may be
useful for student’s learning in math.
●
As student’s math skills are significantly below those of his/her same aged peers, student
would benefit from the use of a calculator at times so he/she can focus on more advanced
skills.
●
Student would likely benefit from the use of manipulatives.
●
Student would benefit from continued practice and review of basic math facts so that they can
become rote.
●
Provide counting manipulatives for student’s use during independent seatwork.
●
Provide access to a number line during independent seatwork to visually remind student of
concepts related to numerical order and quantitative concepts such as “more” or “less.”
●
Highlight operational signs on worksheets and assessments in order to clearly direct student’s
attention to the sign and the corresponding operation student needs to perform.
●
If a calculator is available, teach student to check his/her answers via the calculator.
●
Student may benefit from math goals to improve his/her knowledge of calculation, particularly
with multiplication and division, as well as addition and subtraction with regrouping. Student
will also benefit from goals to develop single-step problem-solving, knowledge of fraction
concepts, money, and time.
WRITTEN EXPRESSION:
●
In order to increase student’s writing skills, have student keep a daily journal. Allow student
to select his/her own topics and provide topics if student cannot generate any ideas. Set time
limits or designate the quantity of writing (e.g., two sentences, 20-words). When reviewing
the journal, write specific and legitimate positive comments about the content.
●
Teachers should provide direct instruction in pre-writing strategies to assist student in better
planning out and organizing his/her written work. Student should also be encouraged to
proof-read and edit all written assignments before submitting them for grading.
●
Student would benefit from receiving of teachers’ notes and outlines (whenever possible).
●
Student would benefit from learning how to organize his/her schedule and work so that student
is better able to complete homework assignments.
●
In light of student’s weak spelling skills, he/she may benefit from the use of a dictionary or
spell-check on the computer when appropriate.
●
Teachers may wish to avoid penalizing for spelling errors in light of student’s weak spelling
skills.
●
Breaking down writing assignments, term papers, and assessments into manageable
components and monitoring student’s completion of various parts.
●
Provide model written assignments for student to reference.
●
Alternatives to lengthy writing assignments and assessments involving writing could also be
offered.
●
Student would benefit from the use of graphic organizers while pre-writing. Student should be
taught how to organize ideas and details into topic areas or generate subtopics related to the
main topic and add details. Student would likely benefit from teacher-student conferences
which focus on brainstorming and organizing ideas for writing tasks.
●
Provide student with sentence starters to help structure student’s written work for
independent assignments.
●
Encourage student to apply the knowledge of letter-sound relationships he/she is developing in
the course of reading interventions to the spelling in student’s written work.
● Teachers should provide direct instruction in pre-writing strategies to assist student in better
planning out and organizing his/her written work. Student should also be encouraged to proofread and edit all written assignments before submitting them for grading.
EMOTIONAL DISTURBANCE
LEGAL DEFINITION:
The Individuals with Disabilities Education Improvement Act (IDEIA) defines Serious Emotional
Disturbance as “a condition exhibiting one or more of the following characteristics over a long period
of time and to a marked degree that adversely affects a child’s educational performance – (A) An
inability to learn that cannot be explained by intellectual, sensory, or health factors, (B) An inability to
build or maintain satisfactory interpersonal relationships with peers and teachers, (C) Inappropriate
types of behavior and feelings under normal circumstances, (D) A general pervasive mood of
unhappiness or depression, or (E) A tendency to develop physical symptoms or fears associated with
personal or school problems.”
EDUCATIONAL PLACEMENTS:
●
Given student’s current emotional state and the impact it is having on his academics, student
should receive emotional support services to help him/her to succeed in the school
environment.
●
Student’s consistent issues with managing his/her behavior and emotions, as evidenced by a
significant number of Level II events and other discipline measures, are highly disruptive both
to student’s education and the education of other classmates. Student’s current issues with
managing behaviors, as well as his/her present emotional distress and volatility, indicate that
student requires a more structured, therapeutic setting to address these behavioral issues
while helping student to manage his/her emotions.
●
When student’s behavior has further stabilized, his/her cognitive and academic performance
should be further assessed to determine if there are any further needs or strengths.
COUNSELING THERAPY:
●
Student would likely benefit from continued participation in community-based mental health
services, including medication management, in order to address more global concerns related
to impulsivity, anger management, and oppositional/aggressive behavior.
●
Student’s history of impulsivity and intense reactivity within situations cause student to be atrisk for unsafe behaviors toward him/her and/or others. A school safety plan for crisis
management should be developed proactively for student.
●
Student should be closely monitored even in simple interactions with others in order to prevent
threatening or aggressive responses in school, as student requires a high level of external
structure to manage his/her behavior appropriately.
●
Whenever possible, student would also benefit from direct review of problem situations in
school in order to identify triggers and review alternative coping strategies.
●
To help build student’s social skills, adult facilitated social skills training groups may be
beneficial to teach student how to build and maintain friendships.
●
Student should receive counseling as a related service to address issues related to selfmonitoring skills and impulse control.
●
be developed and implemented in order to increase student’s on-task behavior and provide
teachers with a consistent plan to manage student’A Functional Behavior assessment should be
conducted and a Positive Behavior Support Plan should s disruptive behavior in the classroom.
●
The school should review student’s BHRS Treatment Plan in order to match the goals from this
to IEP goals.
●
When a behavior plan is created for student, student and mother must be a part of its creation,
so that both they and teachers can give input regarding goals, rewards, and consequences, as
involvement in this type of plan will likely increase student’s interest in it, and will also make
clear the rewards and consequences to all parties. This plan must be applied consistently once
it is decided upon.
STRATEGIES FOR TEACHERS:
●
Teachers should explain at the beginning of class the scheduled activities for that class period
and should allow student additional time to shift focus and transition between these activities.
●
Teachers should provide a safe space or opportunities for breaks when student becomes
overwhelmed and agitated in class.
●
The following recommendations addressing student’s diagnosis of Oppositional Defiant Disorder
may be beneficial:
o
o
o
Avoid intimidation. With ODD students, intimidation increases their non-complaint
behavior.
Avoid public reprimands. Always try to address behavior privately, especially with
adolescents.
Turn arguments into discussions. Give students explicit choices and agree to hear the
student out and entertain his or her ideas and desires.
●
Teachers should explain at the beginning of class the scheduled activities for that class period
and should allow student additional time to shift focus and transition between these activities.
●
Teachers should provide a safe space or opportunities for breaks when student becomes
overwhelmed and agitated in class.