Acronyms Phrases Attach Meaning Rehearse Brainstorm key words & phrases in advance of charts of common transition words & phrases Lists of sentence starters. Visual representations. Underline direction words. Number steps. Underline question. highlighting. Designated class note-taker. Recording of lectures. Access to Power Points. Word banks. Visual checklists. To-Do Graphic organizers. Beginning of day meeting to organize the day. Establish eye contact prior to essential directions. Lengthened rate of presentation of new material. Break material into smaller chunks. Frequent task changes/ Frequent, short breaks, particularly with motor or relaxing activities Do a few; then with me. Reduce environmental distractions. Increased supervision. Place him in the middle of activities. Pre-organize information. Additional ‘think time; to retrieve information. New information kept brief and repeated. Written checklist of steps. Repeat instructions. Present information in multiple formats (visual, kinesthetic, etc). Teach self-talk strategies. Teach active listening skills. Mnemonic devices. Chunk information. Rehearsal Attend to detail Can I review? Can I recite? Can I record? Can I picture it? Who, what, when, where, why Chapter summary organizer & why Margin notes, post-it notes, text codes. (Brainstorm, Organize, Topic sentence, Evidence, Conclusion). Pieces of a Thesis ISA (Introduce, State, Analyze) – for quotes SPORTS (Sentence structure, Punctuation, Organization, Repetition, Tenses, Spelling) for editing. Strategy notebooks.
Attention/Persistence Definition: The ability to attend to a situation or a task and follow through in spite of competing interests or demands, distractions, fatigue, or boredom. Common Difficulties: Fails to complete tasks on time Stops before a task is finished, having difficulty maintaining attention to the end Switches frequently between activities Has difficulty listening to stories read aloud one’s place easily while reading Does not pick up important details in text Is distracted by things happening around him/her when doing seatwork/homework Cannot do more than one thing at a time Has difficulty shifting focus between tasks, gets lost Writing is disorganized Does not consistently attend to math signs Has difficulty completing long assignments, difficulty following timelines. Environmental Modifications - Elementary Teaching Skills - Elementary Brief, clear instructions. Have the child repeat/paraphrase instructions. Post reminders throughout room. Immediate consequences. Reward program for 1-2 weeks prior to punishment. Frequent change (2-3 weeks) of reinforcers. Immediate consequences. Immediate consequences. Student records productivity on chart. Self-Rating cards. Motivator. Non-verbal cues to attend. Videotaping class behavior for review. CHAMPS. Teach vocal self-instruction. Environmental Modifications - Secondary Teaching Skills - Secondary Brief, clear instructions. Have the child repeat/paraphrase instructions. Post reminders throughout room. Immediate consequences. Reward program for 1-2 weeks prior to punishment. Frequent change (2-3 weeks) of reinforcers. Immediate consequences. Immediate consequences. Student records productivity on chart. Self-Rating cards. Non-verbal cues to attend. Videotaping class behavior for review. CHAMPS. vocal self-instruction.