| 18. Poor self-monitoring (careless errors in spelling, arithmetic, reading) |
+ Teach specific methods of self-monitoring (e.g. stop-look-listen).
+ Have student proof-read finished work when it is cold. |
| 19. Low fluency or production of written material (takes hours on a 10 minute assignment) |
+ Allow for alternative method for completing assignment (oral presentation, taped report, visual presentation, graphs, maps, pictures, etc. with reduced written requirements).
+ Allow for alternative method of writing (e.g. typewriter, computer, cursive or printing, or a scribe. |
| 20. Apparent Inattention (underachievement, daydreaming, not there) |
+ Get student’s attention before giving directions (tell student how to pay attention, look at me while I talk, watch my eyes while I speak). Ask student to repeat directions.
+ Attempt to actively involve student in lesson (e.g. cooperative learning). |
| 21. Difficulty participating in class without being interruptive; difficulty working quietly |
+ Seat student in close proximity to the teacher.
+ Reward appropriate behavior (catch student being good).
+ Use study carrel if appropriate. |
| 22. Inappropriate seeking of attention (clowns around, exhibits loud excessive or exaggerated movement as attention-seeking behavior, interrupts, butts into other children’s activities, needles others) |
+ Show student (model) how to gain other’s attention appropriately.
+ Catch the student when appropriate and reinforce. |
| 23. Frequent excessive talking |
+ Teach student hand signals and use to tell student when and when not to talk.
+ Make sure student is called when it is appropriate and reinforce listening. |
| 24. Difficulty making transitions (from activity to activity or class to class); takes an excessive amount of time to find pencil, gives up, refuses to leave previous task; appears agitated during change. |
+ Program child for transitions. Give advance warning of when a transition is going to take place (now we are completing the worksheet, next we will ...) and the expectation for the transition (and you will need...)
+ Specifically say and display lists of materials needed until a routine is possible. List steps necessary to complete each assignment.
+ Have specific locations for all materials (pencil pouches, tabs in notebooks, etc.).
+ Arrange for an organized helper (peer). |
| 25. Difficulty remaining seated or in a particular position when required to |
+ Give student frequent opportunities to get up and move around. Allow space for movement. |
| 26. Frequent fidgeting with hands, feet or objects, squirming in seat. |
+ Break tasks down to small increments and give frequent positive reinforcement for accomplishments (this type of behavior is often due to frustration).
+ Allow alternative movement when possible. |
| 27. Inappropriate responses in class often blurted out; answers given to questions before they have been completed. |
+ Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can be done by the teacher.
+ State behavior that you do want (tell the student how you expect him to behave). |
| 28. Agitation under pressure and competition (athletic or academic) |
+ Stress effort and enjoyment for self, rather than competition with others.
+ Minimize timed activities; structure class for team effort and cooperation. |
| 29. Inappropriate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations) |
+ Give the student a responsible job (e.g. team captain, care and distribution of the balls, score keeping, etc.); consider leadership role.
+ Have student in close proximity of teacher. |
| 30. Frequent involvement in physically dangerous activities without considering possible consequences |
+ Anticipate dangerous situations and plan for in advance.
+ Stress Stop-Look-Listen.
+ Pair with responsible peer (rotate responsible students so that they don’t wear out!). |
| 31. Poor adult interactions. Defies authority. Sucks up. Hangs on. |
+ Provide positive attention.
+ Talk with student individually about the inappropriate behavior (what you are doing is..., a better way of getting what you need or want is...). |
| 32. Frequent self-putdowns, poor personal care and posture, negative comments about self and others, low self-esteem |
+ Structure for success.
+ Train student for self-monitoring, reinforce improvements, teach self-questioning strategies (What am I doing? How is that going to affect others?)
+ Allow opportunities for the student to show his strength.
+ Give positive recognition. |
| 33. Difficulty using unstructured time - recess, hallways, lunchroom, locker room, library, assembly |
+ Provide student with a definite purpose during unstructured activities (The purpose of going to the library is to check out..the purpose of...is...).
+ Encourage group games and participation (organized school clubs and activities). |
| 34. Losing things necessary for task or activities at school or at home (e.g. pencils, books, assignments before, during and after completion of a given task) |
+ Help students organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A place for everything and everything in its place.
+ Provide positive reinforcement for good organization. Provide student with a list of needed materials and locations. |
| 35. Poor use of time (sitting, starting off into space, doodling, not working on task at hand) |
+ Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.).
+ Tell the student your expectations of what paying attention looks like. (You look like you are paying attention when...)
+ Give the student a time limit for a small unit of work with positive reinforcement for accurate completion.
+ Use a contract, timer, etc. for self-monitoring. |
