Specially Designed Instruction Idea Worksheet Specially Designed Instruction (SDI) What the teacher teaches Supplementary Aids & Services (SAS) What the student needs Nonverbal Communication Visual, written, verbal, physical, picture prompts and cues Cue cards Graduated guidance System of least prompts Direct instruction of American Sign Language Computer assisted instruction Multiple-modality strategies Use of body language Attending to speaker Visual, written, verbal, physical, picture prompts and cues American Sign Language Communication systems Switch activated devices Augmentative communication devices Dynamic screens High technology communication devices Communication boards/books/cards Picture based communication Establishing and maintaining eye contact Switch accessible Scan accessible Educational interpreter Receptive Language Visual, written, picture prompts and cues Modeling System of least prompts Simultaneous prompting Time delay Verbal cues Core vocabulary with cue cards Visualization Verbal rehearsal Cloze procedures Direct instruction Auditory bombardment of language targets Verbal repetition Mnemonic strategies Pre-teach critical information Understanding humor and absurdities Train elements of critical thinking Making inferences and predictions Drawing conclusions and making generalizations Preferential seating Repetition of directions Simple directions Gestures and visual cues Paraphrasing and rephrasing Visual prompts Picture schedule Picture cues Sentence strips Tape recorder Self cueing strategies Gradually building complexity of task Teacher Wait time
Voice Modeling Vocal strategies Social skills Calming strategies Self-monitoring strategies Visualization techniques Recognition of vocal abusive patterns Oral motor interventio Self-monitoring checklists Calming strategies cues Variety of questioning techniques Signal system for recognizing abusive vocal patterns Fluency Modeling Starter techniques Maintaining eye contact Choral responses Reading responses Relaxation strategies Extended response time Opportunity to speak first in oral group situations Individual instead of group presentations Relaxation strategies Self-monitoring Expressive Language/ Oral Expression Verbal prompts Cue cards Visual prompts Guided repetitions Rehearsal, use of scripts Time delay strategies Modeling Conversational skills (i.e., initiating, maintaining, ending) Word retrieval drills: categories, attributes, functions Questioning techniques Verbal prompts Cue cards Visual prompts Extended response time Allow written tests Recorded materials Preferential seating Directions in multiple forms (i.e., restate, rephrase, oral directions) Oral reading on volunteer basis Rehearsal, use of scripts Alternative assessments in place of oral reports (i.e., displays, projects, written, etc.) Questioning techniques
Pragmatics Social scripting Social stories Written prompts Modeling Verbal prompting Guided responding Environmental prompting (i.e., personal space awareness) Chaining Shaping self-monitoring Role playing Conversational turn-taking, initiating/terminating conversation, commenting, and asking questions Relevant emotion/feeling word Role playing Monitoring and quick feedback Peer buddy/monitor Sensory issues addressed Opportunities for turn-taking, initiating/terminating conversation, commenting, and asking questions Environmental prompts (i.e., personal space awareness) Articulation/Phonology Auditory discrimination training Modeling Mirror training Oral motor exercises Repetitive drill/trials cues Minimal pair drills Auditory bombardment Guided rehearsal Discrete phoneme production training Oral motor desensitization/stimulation Oral prompts Phonemic awareness training Time delay Use of FM system Tape recorder Tactile cues Visual cues Kinesthetic cues Extended response time Correct speech samples Verbal cues for correct speech sounds Modeling of correct speech patterns when student makes incorrect speech patterns Oral prompts Preferential seating Vocabulary cue Color coded key words Computer support Step-by-step directions
Written Expression Graphic organizers Modeling Tactile kinesthetic tracing Repetitive practice Advance organizers Visual and physical prompts and cues Small group instruction Structured approach to sentence writing Direct instruction in the writing process including: prewriting activities, writing, revising, editing, and publishing Direct instruction in idea development, Structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose Direct instruction in open-response writing, writing-on-demand, personal writing, literary writing, reflective writing, and writing-to-learn (graphic organizers, journals, note-taking) Scribe (specify how and when a scribe will be used) Paraphrasing/Highlighting Assistive technology Advance organizers Cue cards (i.e., definitions, examples, story starters, picture prompts, etc.) Graphic organizers Journals, logs, notebooks Rubrics/scoring guides to guide Editing checklists Production of written pieces Mnemonic strategies Error monitoring, self-monitoring Modified and assignments Copies of overheads (notes, directions, organizers, etc.) Preferential seating Color coded direction words Student paraphrasing of directions Raised line paper Manipulatives (i.e., sentence strips, word cards, personal and classroom word banks, etc.) Tape recorder to talk into and write from Pencil grips Retaking of tests Access to technology (i.e., computer, software, tape recorder, voice-to-text software)
Following Directions Task analysis Self- monitoring Differential reinforcement System of least prompts Role playing Modeling Self-talk Mnemonics Advanced organizers Video self-monitoring Time delay Increased wait time Advance organizers Verbal prompts and cues Paraphrasing Endless loop tape Alternate modes for directions including pictures, photos, etc. Contracts Oral presentation of materials Visual supports Assistive technology Clarification of directions Other Rate/Speed of Work Verbal prompts and cues Self-monitoring Differential reinforcement Role playing Modeling Other Checklists Use of timer Schedule Pictorial representation of task Audio stimulation to support rhythmic pace (music) Repeated practice Assistive technology Work systems Extended time Following a Schedule Verbal prompts and cues Self-monitoring Direct instruction in reading a schedule and a site map Role playing Modeling System of least prompts Task analysis Graduated guidance Picture agenda Checklists Use of timer Picture schedule Color coding Highlighting Repeated practice Map (i.e. school, classroom, community, etc.) Object schedules Picture agenda Repeated practice Attendance Multi-sensory instructional strategies Token economy Self-monitoring Differential reinforcement Verbal prompts and cues Visual prompts and cues Contracts Escort to class Proximity to classroom Pictorial representation of task Alternate dismissal Interest inventory to identify motivators