Cognitive Functioning and Psychological Processing

Definitions, Areas of Impact, and Recommended Strategies/Accommodations

Fluid Reasoning
Fluid reasoning is the ability to think flexibly and problem solve !his area of reasoning is most reflective of "hat "e consider to be general intelligence #ifted
students often have strong fluid reasoning skills
Specifically, fluid reasoning refers to the mental operations that an individual uses "hen faced "ith a relatively novel task that cannot be performed automatically
Fluid Reasoning includes nonverbal reasoning, se$uential and $uantitative reasoning, categorical reasoning, successive processing, and simultaneous processing
Areas of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty understanding relationships bet"een ne" concepts
Difficulty generali%ing or making connections bet"een ne" material and
ac$uired kno"ledge
&imited problem solving skills in ne" and everyday situations
Difficulties seeing the big picture and ho" things relate to each other
'roblems understanding and evaluating opinions/vie"s of others
'roblems troubleshooting and figuring out ho" things "orks
#eneral Strategies
(xplicitly teach multiple approaches to solving problems
Define relationships and connections bet"een ideas in a concrete "ay
'rovide analogies that the student can relate to
'rovide opportunities to sort, classify, and categori%e
)se teacher demonstrations "ith a think*aloud procedure follo"ed by
guided practice "ith feedback
+ake use of graphic organi%ers to assist in unifying information and
breaking information apart
!each problem*solving strategies
)se cooperative groups and reciprocal teaching to help "ith perspective
taking and exposure to different problem solving methods
Integrate visual and verbal information to enhance learning
)se a problem solving planner that se$uences the $uestions that need
to be asked "hen approaching a problem
,
+ath
'roblems "ith a variety of concepts including number sense, estimation,
fractions, integers, etc
Difficulty in applying math skills in different areas
Difficulty "ith determining the best solution to a "ord problem
Difficulty representing a problem in an e$uation
Difficulty representing numbers or problems in a variety of "ays
+ath Strategies
+odel problem solving through talking aloud
!each math mnemonic strategies that specifically identify the steps for
solving problems
!each patterns and relationships such as skip*counting or patterns on ,--s
chart to help learn multiplication facts
Attach number*line to desk to help "ith number sense and pattern
recognition
Specifically teach the "ay a number or problem can be represented
'rovide manipulatives in order to help make information concrete and less
abstract
.ave students explain their strategies "hen problem solving to expand
solving options
Re$uire the student to sho" their "ork
Reading/Reading /omprehension
'oor inferential/predictive skills "hile reading
0eak ability to grasp the main idea
Struggles "ith evaluating a "riter1s point of vie" and purpose
Reading/Reading /omprehension Strategies
)se graphic organi%ers to help summari%e information
+odel self*monitoring skills "hile reading, demonstrating ho" to stop and
ask oneself if material/"ords have been understood
!each cues for identifying main ideas such as looking for transition "ords
0riting
Struggles "ith the establishment of a purpose and perspective "hen
"riting
Difficulty organi%ing thoughts in a manner that "ill effectively
communicate ideas
0eaknesses "ithin creative "riting
Difficulty taking the perspective of one1s audience
0riting Strategies
)se graphic organi%ers to help se$uence information for effective
communication
+odel brainstorming for generation of ideas
(xplicitly teach about genres and "riting to an audience
'resent models of good "riting "ith guidance in determining "hy the
"riting "as effective for its purpose
2
Accommodations
'rovide an outline of content to be covered in the lesson
Ad3ust difficulty in level of materials to child1s ability level 4 /oncepts should
be thoroughly explained "ith numerous examples
Allot sufficient time for revie" and practice, as "ell as time to share and
discuss ideas
5
Verbal Reasoning and Knowledge
(Crystallized Intelligence)
6erbal reasoning and kno"ledge generally reflects one1s vocabulary and overall kno"ledge of the "orld A variety of experiences and exposure to education
influences development in this area
Specifically, verbal reasoning and kno"ledge refers to the breadth and depth of a person1s ac$uired kno"ledge of a culture and the effective application of this
kno"ledge It includes vocabulary development, verbal reasoning, language skills as "ell as the ability to listen, comprehend, and express oral communication
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
&ack of background information to relate ne" material to across
sub3ect areas
0eak vocabulary that "ill impact listening and comprehension skills
Difficulty remembering facts due to lack of ability to relate the ne"
information to background kno"ledge
#aps in skills across areas due to kno"ledge and ac$uisition being
dependent on exposure to information or specific curriculum
Difficulty dra"ing inferences
'roblems finding main idea of passages
+ay provide off topic or 7random7 responses to $uestions
Difficulty generali%ing ideas and vocabulary to ne" concepts
Difficulties "ith oral expression, including "ord retrieval and
organi%ation of thoughts
Difficulty using precise language to effectively communicate ideas
#eneral Strategies
Repeat skills and vocabulary
)se mnemonics to help retrieve kno"ledge
're*teach vocabulary
)se a $uick vocabulary book or reference "all
Relate information to prior kno"ledge
/hunk information
/reate a language and experience rich environment 8eg, label items in the
house, name sights on the road, talk through activities, etc9
Systematically teach ne" vocabulary
!each key verbs, such as those in the #'S, that appear in $uestions 8eg,
demonstrate, analy%e, synthesi%e9
+ath
0eaknesses in learning and identifying math vocabulary
Difficulty "ith "ord problems in general depending on the complexity
of language used
+ath Strategies
!each math vocabulary
/onvert story problems to visual representation
:
Difficulty determining operations in "ord problems
'roblems understanding the relationships bet"een number symbols
and "ords
Difficulty retrieving math facts due to the "eaknesses in automati%ing
the relationship bet"een numbers and "ords
!each synonyms for math vocabulary 8eg sum ; add ; plus9
Reading/Reading /omprehension
&imited vocabulary "ill impact comprehension in a variety "ays
including inferencing, summari%ing, grasping main idea, etc
0eak reading fluency because of poor "ord retrieval
'oor comprehension due to limited vocabulary and integration of
verbal concepts
+ay respond inappropriately by providing an ans"er that does not
match the $uestion
Reading/Reading /omprehension Strategies
're*teach vocabulary
Read for different purposes
0riting
'oor vocabulary can result in redundant "ord use during "riting
Difficulty using expressive language
&imited content due to lack of exposure to various resources and
experiences
0riting Strategies
)se "ord bank
)se graphic organi%ers
+odel brainstorm activities
Accommodations
'rovide copies of notes 8During lecture to follo" along or after class to
supplement student notes9
)se organi%ers "hen "riting or reading to help expressive skills and
comprehension
'rovide study guides
+ay need extended time for reading or "riting tasks
Rephrase instructions or $uestions
Allo" 7think time7 "hen responding to $uestions
)se visual aids 8eg, story maps, formulas, etc9
<
.ighlight key "ords or facts
=
Memory
+emory is the ability to store and recall information +emory includes short*term and "orking memory
hort!term Memory! !he ability to recall information after a fe" seconds
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty remembering multi*step verbal directions
'roblems remembering a series of information
Difficulty "ith the initial mastery of material
Difficulty "ith vocabulary development
'roblems copying information
0eaknesses in transferring information from source to source
Difficulty ans"ering $uestions directly from text
'roblems "riting dictated information
#eneral Strategies
Deliver information in smaller units or portions
)se multimodal presentation of information 8visual, tactile, and auditory9
)se step"ise approach to studying
)se rehearsal strategies 8eg, rhymes, acronyms, anagrams, associations9
+odel re*telling, paraphrasing, and summari%ing
)se lists, notes, checklist, or memory plans
!each chunking strategies
Accommodations
Allo" the use of a number line or calculator
'rovide copy of notes
0rite on tests or materials to eliminate transfer errors
)se repetition of instructions and information
"or#ing Memory! Ability to temporarily store and perform a set of cognitive operations on information that re$uires divided attention and the management of
limited capacity of short*term memory It is a conscious process that involves the manipulation of information 0orking memory is one of the most fundamental
processes in learning
!hrough "orking memory, one connects input to output, as "ell as prior kno"ledge to ne" information It thus affects one>s ability to encode ne" information into
long*term memory in all areas
?
@oteA /ognitive (fficiency has to do "ith both 'rocessing Speed and 0orking memory and "ill determine ho" much and ho" efficiently a student "ith process
information and thus learn it
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty follo"ing multi*step directions
Failure to use strategies "hile studying
Difficulty paraphrasing and summari%ing information
Difficulty "ith vocabulary development
+ath
Difficulty "ith multi*step problems
0eaknesses "ith keeping track of steps "ithin math problems 8eg,, long
division, e$uations9
'oor retrieval of math facts
Difficulties "ith mental math
+ath Strategies
'rovide a step"ise plan to follo" during multiple*step problem solving or
procedures 8eg, during regrouping, division9
6erbali%e "hile solving problems and summari%e at strategic points
!each use of a number line or calculator
)se mnemonic techni$ues 8eg '(+DASA 'aratheses, (xponents,
+ultiply, Divide, Add, and S%/ubtract for order of operations9
'rovide visual model of multi*step problem
(xplicitly teach a problem solving model 8eg, BD'A/A Buestion, Data,
'rocedure, Ans"er, /heck9
)se visual organi%ers
Reading/Reading /omprehension
Difficulty remembering sounds/"ords "hen decoding resulting in poor
reading fluency
0eak reading comprehension due to poor decoding skills "hich limit
overall memory resources
'oor fluency due to poor retrieval of phonological information
&o" fluency due to poor monitoring of the context of "ords
'roblems "ith simultaneously remembering a comprehension $uestion
Reading/Reading /omprehension Strategies
(ncourage automati%ation of sound*symbol associations
Cuild sight "ord vocabulary
During reading comprehension tasks, use active reading techni$ues such
as underlining, using a highlighter, re*reading, marking important parts,
"riting on margins of books, using sticky notes "hile reading, reading to a
tape recorder and listening to "hat "as read
Revie" prior kno"ledge before teaching ne" information
D
and integrating information from the passage /heck for comprehension at strategic points
.ave students take turns making/asking $uestions and responding to
$uestions about material being taught
)se graphic organi%ers
+odel self*monitoring for comprehension
0riting
Difficulty tracking "hat the student is "riting
'roblems organi%ing thoughts in "riting
'roblems integrating organi%ation and grammar
Difficulties se$uencing ideas
0riting Strategies
)se graphic organi%ers
.ave "ord bank available
)se a tape recorder to record ideas prior to "riting them
!each self*monitoring for organi%ation and grammar
Accommodations
Allo" for use of a calculator, "ritten formulas, or math fact list to decrease
the student1s need to rely on mental computations
.ave fe"er problems to complete, focusing on accuracy
Allo" the use of a "ord processor for easier editing
'rovide visual/"ritten output of lectures so that the student can follo" along
and take additional notes
E
Visual Processing
6isual processing refers to the manipulation and memory of "hat "e see
6isual processing is the ability to generate, perceive, analy%e, synthesi%e, store, retrieve, manipulate, transform, and think "ith visual patterns 6isual processing
includes understanding spatial relations, perceptual integration, and closure
A variety of skills associated "ith academics re$uire spatial understanding of $uantity, direction, interval, shape, location, si%e, direction of movement, se$uence,
and scale !hese includeA mathematics, spelling, punctuation and capitali%ation, mapping, understanding time, dra"ing, copying, ordering, changing point of vie",
and hand"riting
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty misunderstanding or confusing "ritten symbols
'roblems "ith being easily distracted by competing visual information
Difficulty 3udging distances 8eg, bumping into things, placing ob3ects
too close to an edge9
Difficulty "ith fluidity of movement 8eg, getting out of the "ay of a
moving ball, knocking things over9
!rouble differentiating colors or similarly shaped letters and numbers
Difficulty identifying information from pictures, charts, graphs, maps,
etc
0eaknesses organi%ing information from different sources into one
cohesive document
Difficulty finding specific information on a printed page 8eg, getting a
number out of the phone book9
'roblems remembering directions to a location
0eaknesses in recalling non*verbal experiences
Difficulty remembering an item, picture, symbol once it has been
removed from vie"
#eneral Strategies
'rovide activities designed to develop discrimination of visual features 8eg,
0here>s 0allyF, find the odd one out, find the hidden ob3ect, circle the
same "ord in a text, "ord searches, find "ords "ith beginning "ith 7t7,
ending "ith 7ing7 or containing 7ouG9
#ive examples and point out the important details of visual information
!each the cognitive*behavioral interventions of private speech
'artially cover a picture and ask the student to identify the "hole
(ncourage the student to verbali%e "hat he/she has seen 8eg,
remembering routes around school may be easier if he/she has a verbal
description in his head9
+odel visual memory skills by sho"ing the student a picture or card and
asking them to remember "hat is on it Remove it from vie" and ask for a
detailed description of it or ask specific $uestions about the picture
,-
'roblems remembering the orientation of numbers or letters
Difficulty perceiving "ords and numbers as separate units
'roblems "ith directionality in reading and math
/onfusion of similarly shaped letters, such as b/d/p/$
Difficulty ignoring irrelevant stimuli
Difficulty putting parts together to form a "hole eg maps, three
dimensional ob3ects
,,
+ath
Difficulty se$uencing ideas
0eaknesses in organi%ing and solving math problems
!rouble "ith mathematical concepts related to understanding of si%e
'roblems perceiving numbers as separate units
'roblems telling time
Difficulty "ith geometry
'roblems understanding fractions and part to "hole relationships
Difficulty perceiving individual numbers accurately
+ath Strategies
!each student to verbali%e the math problem
Reading/ Reading /omprehension
Difficulty finding and retaining important information in reading
assignments or tests
Difficulty reading "ith speed and precision
'roblems blending letters into "ords visually
'roblems perceiving individual letters or "ords accurately
0eaknesses in noticing all the relevant "ords in a $uestion, identifying key
"ords or developing 7skim and scan7 skills
Although they may be able to read the individual letters they may struggle
to put letters together to form "ords
'roblems skipping lines of text
Difficulty tracking from left to right
Reading Strategies
!each student common visual patterns "ithin "ords 8eg, prefixes and
suffixes9
!each student to key in on headings "ithin texts
0riting
!rouble staying "ithin margins or on lines
Difficulty aligning numbers in math problems
0riting Strategies
!each proof*reading strategies 8eg, /H'S9 or use a proof*reading buddy
Cefore "riting letters or essays, create an outline to simplify and organi%e
ideas
,2
'roblems copying from the board or books
Difficulty "riting neatly and $uickly
Difficulty "ith spacing
Difficulty organi%ing "ritten "ork
0eaknesses in labeling diagrams
'roblems recogni%ing spelling patterns
AccommodationsA
)se books, "orksheets and other materials "ith enlarged print
Allo" student to "rite ans"ers on the same sheet of paper as the $uestions
or offer opportunities for student to explain ans"ers orally
'rovide a tape recorder to supplement note*taking
Reduce the amount of visual information on a page
)se color*coding of materials
'rovide repeated exposures to printed visuals
'rovide graph paper for math problems to help "ith aligning problems
/olor code important information
Read "ritten directions aloud
'rovide paper for "riting that has darker or raised lines to make the
boundaries more distinct
)se a tracking tool as a reading guide 8to keep focus on one line at a time9
and a highlighter 8immediately emphasi%e important information9
,5
$uditory Processing
Ability to perceive, analy%e, and synthesi%e patterns among auditory stimuli, and to discriminate subtle nuances in patterns of sound and speech "hen presented
under distorted conditions Auditory processing includes phonological a"areness, resistance to auditory stimulus distortion, and memory for sounds
Phonological $wareness! Ability to break apart and blend sounds in "ords
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty understanding "hat is said
Articulation errors
Inability to hear different sounds in "ords "ould affect reading and spelling
Strategies
(xpose children to sounds, music, rhythms and language
Read aloud to the child
Read books that use a lot of rhyming "ords
'rovide opportunities to explore and manipulate sounds, "ords, and
language
)se decodable texts for daily practice
&isten to books on tape
Reading/Reading /omprehension
Inability to hear different sounds in "ords affects one1s ability to assign
sounds to letters
Reading/Reading /omprehension Strategies
'rovide (lkonin boxes 8boxes that have the shape of letters for students to
fill in9
)se explicit, systematic, synthetic phonic instruction
)se a "hisper box to allo" the student to hear their o"n reading
)se direct phonics instruction
Example Programs: Fundations; Road to the Code;
Read,Write,Type; Wilson Reading; Corrective Reading; Explode the Code;
Language; Touch Phonics; REW!R"# $ multisylla%ic &ords; 'lass
!nalysis ( multisylla%ic &ords
0riting
Difficulty assigning sounds to letters hinders the development of accurate
spelling
0riting Strategies
'rovide drill and practice for memori%ing the spelling of "ords
)se /over, /opy, and /ompare strategies
!each spelling using "ord groups and sorts
,:
Accommodations
Allo" the student to use books on tape
'rovide a modified spelling list
)se computer spell check
Read tests aloud to the student
Resistance to $uditory timulus %istortion! Ability to understand speech and language that has been distorted or masked in one or more "ays
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty filtering out background noise
'roblems understanding directions in lunch room, hall"ay, and playground
Difficulty in group "ork "hen more than one person is talking
Accommodations
'rovide a $uiet environment
Allo" only one person to speak at a time
Re$uire student to repeat directions back to you
Memory &or ounds! Ability to remember tones, patterns, and voices for short periods of time
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty remembering "ords and sounds "ithin "ords
'oor spelling
Difficulty learning math facts due to impairment in the ability to remember
and retrieve information stored in a verbal format
#eneral Strategies
)se multimodal presentation of information 8visual, tactile, and auditory9
)se step"ise approach to studying
)se rehearsal strategies 8eg, rhymes, acronyms, anagrams, associations9
+odel re*telling, paraphrasing, and summari%ing
)se lists, notes, checklist, or memory plans
!each chunking strategies
Accommodations
Allo" the use of a number line or calculator
'rovide copy of notes
0rite on tests or materials to eliminate transfer errors
,<
)se constant repetition of instructions and information
Deliver information in smaller units or portions
,=
'ong!(erm torage and Retrieval
&ong*term storage and retrieval refers to the ability to remember information and procedures that are used at some point after they are immediately taught
Ability to store information and fluently retrieve ne" or previously ac$uired information from long*term memory Includes the ability to absorb ne"ly presented
information and to demonstrate subse$uent ac$uisition of such information
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty storing 8encoding9 and retrieving information
Difficulty retaining and retrieving information over time
0eak performance on classroom examinations
'roblems "ith idea production, ideational fluency, associative fluency, and
generation of a response
Difficulty relating and linking information together
Slo" ac$uisition of ne" skills
#eneral Strategies
Fre$uent revie" of information/facts
'air ne" concepts or information to be learned "ith meaningful stimuli or
overlearned material
)se mnemonic devices
Associate information "ith prior experiences and kno"n information
+ath
'oor recall of basic math facts
'oor recall of mathematical procedures
+ath Strategies
(ncourage use of a number line
!each mnemonics for math procedures
!each multiple strategies for calculating math facts
!each !ouch +ath
(ncourage the repetition of math facts through flashcards and computer
programs
Reading/Reading comprehension
0eaknesses remembering letter*sound associations
Difficulty relating material to previous kno"ledge, impairing reading
comprehension
Reading/Reading /omprehension Strategies
.elp the student associate information "ith prior experiences and kno"n
information
Focus on overlearning sight "ords
,?
0riting
'oor memory for spelling
Difficulty coming up "ith ideas for "riting
0riting Strategies
'rovide topic lists to aid pre*"riting brainstorming activities
)se structured organi%ers to aid in connecting multiple ideas
.elp the student associate information "ith prior experiences and kno"n
information
AccommodationsA
'rovide extended time on tests and completion of classroom tasks
'resent $uestions prior to expecting a response
#ive student cheat sheet of fre$uently used e$uations
'rovide a "ord bank rather than re$uire free recall of information
,D
Processing )eed (*s)
'rocessing Speed is ho" $uickly one can perform cognitive tasks
Ability to fluently and automatically perform cognitive tasks, especially "hen under pressure to maintain focused attention and concentration 'rocessing speed
may include decision speed, rapid naming, and psychomotor speed
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Slo" in completing class"ork and tests
Incomplete home"ork or tests
Difficulty "orking $uickly and efficiently
Slo"er "ork rate
Difficulty responding to $uestions due to lag time
&acks automaticity of rote information
'oor "ork completion
Difficulty scanning and $uickly determining important information on a
page
Slo" decision making skills due to inability to free "orking memory
#eneral Strategies
Allo" time to respond orally or prepare student "ith $uestion before calling
on them
Self*monitoring strategies that focus students1 to set goals and rate their
success related to timely completion of tasks
(xplicitly teach student to increase speed and use concrete measures of
progress using charts and graphs
+ath
Difficulty "orking problems $uickly on paper
Slo" mental math skills
&o" fluency related to math facts
+ath Strategies
)se repetition of facts
)se computeri%ed math programs that focus on increasing the automaticity
of math facts
'ractice "ith math facts using flashcards and incremental rehearsal of facts
)se speed drills
,E
Reading/Reading /omprehension
'oor reading fluency due to slo" rapid naming skills
Slo" "ord retrieval
Slo" response time
0eak reading fluency impacts comprehension of text
Reading/Reading /omprehension Strategies
+odel fluent reading by reading aloud
)se choral reading
'ractice "ith sight "ords using flashcards and incremental rehearsal of facts
)se repeated reading of texts 85*< times9
(ncourage rereading of a text until speed criteria is met
(ncourage a student to read t"o sentences/paragraphs and have the
follo"ing student read the last sentence/paragraph read along "ith a ne"
one
)tili%e speed drills
'revie" reading materials
)se books on tape to address fluency "eaknesses
Example programs: Read )aturally, 'reat Leaps, *uic+ Reads, R!,E(
-
0riting
Slo" "riting skills 8motorically9
Struggles to $uickly organi%e and complete "ritten tasks
&o" "riting output
Resistance to "riting tasks
0riting Strategies
)se short speed drills that emphasi%e output over grammar, spelling, and
punctuation
AccommodationsA
Access to "ord processor
'rovide books on tape
'rovide copies of notes
'rovide extended time
2-
Shorten or chunk assignments 8eg, odds or evens, fold paper in half, etc9
)se a timer to increase self*monitoring of output and speed of completion
Reduce the amount of copying re$uired from a book or board
'rovide high*interest books on student1s reading level
2,
+,ecutive Functioning
(xecutive functioning includes the brain*based functions that involve mental control and self*regulation (xecutive functions area analogous to a maestro of an
orchestra, "hile the rest of the cognitive processes comprise the band itself
(xecutive functioning guides the management of our internal resources in order to achieve a goal /ognitive components of executive functioning include
attentional control, cognitive flexibility, planning, goal setting, inhibition, and self*monitoring (xecutive processing involves controlling or self*directing our cognitive
resources and processing
$ttentional Control! !he ability to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Struggles "ith "asting time doing small pro3ect and fails to do big pro3ect
Difficulty determining "hat material to record during note*taking
Failure to complete tasks
(ngagement in distracted behaviors
Inability to attend in stimulating environment
#eneral Strategies
)se an incentive system to encourage student to remain on*task
)se an IIf*!henG plan to encourage student to remain focused on non*
preferred task
!each student to use accommodations independently
Accommodations
'rovide structured organi%ers for breaking pro3ects into smaller parts
'rovide outlines for note taking
)se a timer and encourage student to complete activity "ithin time allotted
'lan student1s schedule so that activities re$uiring the most focused
concentration are during periods of the day that child is most focused
'rovide $uiet location for student to "ork
Cognitive Fle,ibility! !he ability to think flexibly and be able to alternate attention to solve a complex or novel task 8Selective Attention9
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
22
#eneral
Difficulty making transitions bet"een tasks or "ithin tasks
Difficulty coping "ith unforeseen events
'roblems "ith perseverating on the same idea
#eneral Strategies
!ry to teach frame"orks for I"alking throughG ne" situations and changes
!his includes teaching self*talk as "ell as determining "hen to seek
external assistance
+odel a range of "ays of approaching a single task or situation
!each brainstorming techni$ues
'rovide a place for self*calming during stressful times and teach self*
soothing techni$ues
/reate visual cues for routines and schedules
.ighlight changes and help the individual build a bridge from "hat he/she
kno"s to "hat he/she does not kno"
'rovide additional support during transitions "hen ne" concepts, tasks, or
environments are introduced
+ath
'roblems changing approach to a problem
Difficulties changing from one math operation to another
0riting
Difficulty changing topic
'roblems brainstorming creative ideas
Accommodations
Allo" additional time to ad3ust to changes
/reate consistent and predictable environments as much as possible
Planning! Ability to evaluate a task and plan a strategy to solve a problem and reach an ans"er
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty completing tasks in a timely manner
#eneral Strategies
Creak do"n tasks into component parts and provide a checklist for each
component
25
'roblems starting tasks "ithout fully understanding "hat is re$uired
'roblems starting pro3ects/tasks "ithout necessary materials
'lan out the pro3ect "ith a clear first step to provide an entry point for
getting started
0ork "ith the student to create a very specific list of the steps needed to
complete the pro3ect and to plan the time line for completion of each step
!each the student to enter steps into an agenda book as daily tasks
Hffer organi%ational frame"orks in advance that help students organi%e
ne" material in their heads
+odel problem*solving skills
0alk through the planning process "ith the student and help him/her plan
an approach to the task at hand
Revie" assignments and model the planning process by talking it through
out loud #radually s"itch to having the student lay out the plan "hile you
take a coaching role helping only as much as needed
Computer so.t&are that is availa%le: /nspiration, 0idspiration, 1ind2et,
1ind1anager
+ath
'roblems se$uencing math steps
Reading/Reading /omprehension
'roblems previe"ing reading material
0ritingA
Struggles "ith disorgani%ed and non*se$uential "riting
Difficulty making logical argument
'oor paragraph formation
0riting Strategies
Develop templates for repetitive procedures such as compare and contrast
guides for papers
)se visual maps for brainstorming and organi%ing
AccommodationsA
'rovide a packet about pro3ects "ith a checklist of the steps and "hen they
are due
2:
*oal etting! Ability to identify a goal and follo" through to the completion of the goal
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Individual seems Ifuture*blindG 8ie, not "orking to"ards the future9
Difficulty setting mini*goals
#eneral Strategies
Creak do"n tasks into component parts and provide a checklist for each
component
'lan out the pro3ect "ith a clear first step to provide an entry point for
getting started
0ork "ith the student to create a very specific list of the steps needed to
complete the pro3ect and to plan the time line for completion of each step
!each the student to enter steps into an agenda book as daily tasks
Hffer organi%ational frame"orks in advance that help students organi%e
ne" material in their heads
+odel problem*solving skills
0alk through the planning process "ith the student and help him/her plan
an approach to the task at hand
Revie" assignments and model the planning process by talking it through
out loudJgradually s"itch to having the student lay out the plan "hile you
take a coaching role helping only as much as needed
'rovide external structure and feedback in a sensitive and developmentally
appropriate manner
!each the use of tools and techni$ues to improve monitoring such as
checklists for repetitive tasks
.ighlight the process of self*revie" and analysis of behavior
'rovide checklists to help the student monitory his/her performance
.ave student set a goal and rate their performance
Inhibition! !he ability to stop and think before acting and to resist the urge to respond to distracters !his ability allo"s one the time to evaluate a situation and
ho" his/her behavior might affect it
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
2<
#eneral
Difficulty "ith distractibility and or impulsivness
'roblems picking smaller, immediate re"ard over larger, delayed re"ard
Difficulty speaking before thinking
#eneral Strategies
'rovide external reinforcement for appropriate behavior and choices
+inimi%e distracters 8eg, handing out multiple page exercises one at a
time9
!each Stop and !hink strategies
/ue the student as to expected behaviors and revie" class rules for each
school environment
Accommodations
Restrict access to settings or situations in "hich the child can get in trouble
Metacognition-el&!Monitoring! !he ability to stand back and take a bird1s eye vie" of one*self in a situation, includes the ability to assess one>s performance and
progress to"ards a goal
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty analy%ing errors in order to improve future performance
'oor self*checking to insure that each step is completed
'roblems "ith monitoring pace to determine if goal "ill be met on time
'roblems checking "ork before submitting it
Difficulty completing tasks in given time
#eneral Strategies
'rovide external structure and feedback in a sensitive and developmentally
appropriate manner
!each the use of tools and techni$ues to improve monitoring such as
checklists for repetitive tasks
.ighlight the process of self*revie" and analysis of behavior
'rovide checklists to help the student monitory his/her performance
.ave student set a goal and rate their performance
+ath Strategies
!each students to check ans"ers by using the opposite operation
!each students to check ans"ers using estimation
!each students to use a problem*solving strategy 8eg, BD'A/9
Reading/Reading /omprehension Strategies
2=
!each reading self*monitoring strategies 8eg, SB5R, /lick or /lunk9
0riting Strategies
!each student to use a proofreading strategy 8eg, /H'S9
Initiation! !he ability to begin pro3ects "ithout undue procrastination, in an efficient or timely fashion !he ability to begin or start a task
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Difficulty starting an assignment or pro3ect
'oor use of class time
'oor planning of "hen to start a task and starting it promptly at
predetermined time Difficulty starting an assignment or pro3ect
'oor use of class time
Difficulty planning "hen to start a task and starting it promptly at
predetermined time
#eneral Strategies
.ave student specify "hen he/she "ill begin task
!each self*talk strategies 8eg, II need to start "orking no"G9
)se an incentive system to reinforce independent initiation of tasks
/reate a visual cue to prompt the student to start "orking
@ote start and stop times "hen tasks are assigned/completed
.rganization! !he ability to arrange or place things according to a system
Area of Difficulty/Academic Impact Recommended Strategies and Accommodations
#eneral
Failure to have needed supplies
#eneral Strategies
'rovide external structure and feedback in a sensitive and developmentally
appropriate manner
.ighlight the process of self*revie" and analysis of behavior
.ave student set a goal and rate their performance
)se of graphic organi%ers
+ath
'roblems organi%ing math problems
2?
0riting
Disorgani%ed and non*se$uential "riting
Difficulty making logical argument
Accommodations
'rovide a second set of books
/reate an organi%ation system for student
'rovide an adult to check in regarding organi%ation
)se of graph paper for math problems
2D