1. Classroom Accommodations Behavior & Learning
Michelle Fattig-Smith, Ed.S.

2. Interventions effective in helping low-achieving students
First ask “Why?”
Define the concern: academic, behavioral, affective, medical, choice, lack of understanding, attention, attention seeking (It is always better to look ‘bad’ than to look ‘stupid’)
Use problem solving teams for support and suggestions for alternative strategies
Intervention strategies are not guaranteed to work; however, they are a step in the right direction
Keep trying new things until success is achieved

3. Attention Deficits
Hyperactive=excessive activity that is age inappropriate
Consider behavior modification approaches with Positive Behavioral Supports
Use contracts with clear rewards and consequences (both signatures required)
Talk with parents and other teachers, are they seeing the same behaviors?
What are they doing that works?

4. Attention Describes a number of activities
Focusing on one stimulus at a time
Resisting distractions
Sustaining effort over time
Paying selective attention to one thing to the exclusion of others
Maintaining focus over time
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 39.

5. Classroom problems related to attention
Limited ability to work for more than a few minutes on one thing
Failure to focus on relevant aspects of assignments
Difficulty in resisting distractions in the classroom
Incomplete work because the child could not sustain the effort
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 37.

6. Peer Pressure for Positive Outcomes
Consider a student who is consistently out of his/her chair and bothering neighbors:
Reward in seat behavior (i.e., verbal praise, token, extra free time, line leader, or designated activity)
Use consequences or peer pressure to “correct” the undesirable behaviors
Use the Premack Principle

7. Example of Peer Pressure to Correct Behavior
Divide the room into four quadrants
When a student in a quadrant is out of seat or bothering neighbors, his/her name goes on the board under that quadrant
The quadrant with the least number of names (or tallies) receives a reward

8. Premack Principle
Use a desirable activity to serve as a reward contingent upon completing an undesirable activity
“Grandma’s trick: Eat your peas and then you can have dessert.”
Finish your spelling words, and you can work on the computer for five minutes

9. Stress Outlets for Psychomotor Agitation
Psychomotor agitation, hyperactivity, can be alleviated through physical outlets (e.g., taking a note to the office, walking around to hand out papers, quietly tapping toes inside of shoes, sharpening a pencil, and etc.)
Alternate quiet and active periods
Always replace the undesirable behavior with a desirable behavior

10. Distractibility: Difficulty in inhibiting responses to stimuli
Distractibility: Difficulty in inhibiting responses to stimuli. Attention is easily diverted to other stimuli.
Eliminate excess stimuli when possible (i.e., study carrels, earplugs, quiet distraction free area to complete written tasks)
Be specific and firm in directions, limit verbiage and number of steps involved
Change input mode, a multi-sensory presentation may be helpful in introducing new concepts or lecture

11. Short Attention Span Arrange material from easy to difficult
Allow time for attention to shift
Check to see if the student understands, “Tell me what I said in your own words.”
Use small, sequenced steps and gradually increase the length of desired tasks
Reduce the complexity of the task if appropriate (instead of 30 math mad minute problems, 10 per side of paper)

12. Short Attention Span
Encourage self-monitoring “Give them a goal to shoot for.”
Find out if the student knows:
What to do,
How to do it, and
Why he is doing it.

13. Impulsive: tendency to respond without careful consideration-activity without careful thought, or reflection.
These students tend to guess rather than using reflective thinking processes
Impulsive ‘blurting’ is often an issue
Teach, “Stop-Think-Act” strategies
Provide “think time”
Consider response cost procedures-
When a student makes impulsive errors, he/she “loses” a privilege
When a student uses his/her S-T-A process, he/she gets a reward or gets to avoid a distasteful task

14. Memory Deficits: difficulty remembering what has been said or demonstrated
Overlearn-repeated practice, consistent review, with distributed practice
Rehearsal-repetition of small amounts of information immediately after receiving it (repeating “Bob, Bob, Bob” after meeting a new person named ‘Bob’)
Teach the use of: highlighting, advanced organizers, establishing relationships/associations between old and new materials, mnemonic devices, tape recorders
Reduce the number of items to be memorized or learned, and gradually increase as success is achieved
Make the materials meaningful, relevant, and useful

15. Disorganization: Inability to structure or order work, time, or surroundings
Encourage asking questions for clarification
Help eliminate time wasters
Prepare checklists of what needs to be done, and what needs to be first
Prepare assignment notebooks
Provide routine and structure
Provide home to school communication
Provide specific and consistent directions
Provide written assignments
Provide list of materials needed for assignment

16. Poor Learning Skills: Difficulty in knowing how to learn
Teach the student how to organize the problem:
What does the problem require?
What am I asked to do?
What am I given?
What shall I do?

17. Poor Learning Skills: Difficulty in knowing how to learn
These students tend to equate learning with memorizing.
Teachers need to help develop coping skills: identify key words, how to take notes, outlining, summarizing
Teach the student to search for clues that organize the problem and the data
Separate the problem into meaningful parts

18. Poor Learning Skills: Difficulty in knowing how to learn
Provide test taking strategies:
Examine entire test before answering to understand expectations.
Estimate how much time will be needed in each area of test.
Answer first those that you know.
Essay questions: write down key ideas, main points, in brief form for outline.
If stumped, move on. Try to give your best guess if not penalized for wrong answers.
If you guess on an answer, don’t change it! Your first guess is usually best.

19. Poor Learning Skills: Difficulty in knowing how to learn
Analyze difficulties in problem solving
Ability-consider modifying difficulty of problem, possibly moving from the more abstract to more concrete
Motivation-consider the degree of frustration
Information-help to relate information to that the student already knows to help solve the problem
Experience-begin with less difficult problems and progress to more difficult

20. Poor Learning Skills: Difficulty in listening
Listening skills can be enhanced by:
Classroom discussions regarding how listening skills affect school work, out-of-school living, and behavior
Read interesting articles, ask the students to write down what they heard, have the students compare the original article to what they wrote. Ask, “does your report cover the news?”
Provide verbal steps to problem solving, and have the students repeat back in their own words
Proximity teaching with prompts to attend frequently
Multi-modal presentation

21. Poor Learning Skills: Difficulty in knowing how to learn
Help students develop realistic goals
Examine actions needed to reach goals
Involve parents in responsibility training
Reinforcement opportunities
Understand strengths and weaknesses

22. Poor Study Habits: the inability, particularly when working alone, to use proper procedures in the studying process
PORCUPINE
Purpose-determine purpose of material
Overview-survey the material
Read-relating the material to the purpose
Consider-ponder the significance
Underline-important points as you read
Paraphrase-put into your own words
Invent-ways to remember such as mnemonic devices, imagery, analogies
Need-Evaluate in relation to need and purpose
Elaborate-what are the implications

23. Poor Study Habits: the inability, particularly when working alone, to use proper procedures in the studying process
SQ3R (reading)
Survey
Question
Read
Reflect
Recite

24. Poor Study Habits: the inability, particularly when working alone, to use proper procedures in the studying process
Cognitive Behavioral Approach (self-monitoring)
Talk it through!
“Now the first thing I need to do is get my materials together.”
“Second, let’s see, I’ll turn to page 46.”
“I now survey the material. Okay that’s done.”
“Now I should read to answer certain questions.”

25. Intervention Techniques:
Consider appropriateness of the form of testing. (oral vs. written, open ended questions vs. forced choice answers)
Consider appropriateness of grading or structure of some test items (verbiage, abstract vs. concrete)
Utilize short term goals, small increments of change, peer tutoring, teaching style changes
Task analysis regarding expectations and grasp of prerequisites

26. Intervention Techniques:
Consider conditions of learning: formal vs. informal, directive vs. nondirective
Concrete examples vs. abstract
Need for increased time on task
Special techniques such as: programmed instruction, special learning activities, student involvement in planning, frequent feedback, alternative reading materials

27. Intervention Techniques:
Reward-after successful completion of tasks
Behaviors that are reinforced are most likely to reoccur
Learning processes which involve experiencing, doing, and reacting promotes retention
Deliberate recall, immediately after learning, and in the students’ own words, reduces the possibility of forgetting new material

28. Intervention Techniques: Auditory Vocal-inability to learn by use of words or sound symbols
Use visual stimuli
Use sight word methods in reading
Use sight words and flash cards
Use context clues
Present a printed model of a word. Have the child trace the model with his/her finger, saying the respective phoneme for each grapheme as he/she traces it. He/she should say the total word at the conclusion. Repeat several times.

29. Intervention Techniques: Auditory Receptive-inability to understand what is heard
Use short, one-concept phrases and have the child repeat them
Tell the child to listen before you say something that is important
Have the child close their eyes, then make a noise and have them try to identify it
Have the child write from dictation

30. Intervention Techniques: Verbal Expression difficulty generating or expressing ideas or concepts
Begin a story and have the child invent the ending.
Provide story prompts.
Ask the child to complete open-ended sentences: In the morning I wake up _____________________ I hurry to dress so I can _______________

31. Intervention Techniques: Vocabulary Strategies
LINCS
List the parts
Identify a reminding word
Note a LINCing story
Create a LINCing picture
Self-test

32. Intervention Techniques: Word Identification
DISSECT
Discover the context
Isolate the Prefix
Separate the Suffix
Say the Stem
Examine the Stem
Check with someone
Try the dictionary

33. Intervention Techniques: First Letter Mnemonics
Form a word
Insert a letter
Rearrange the letters
Shape a sentence
Try combinations

34. Intervention Techniques: Studying and Remembering
LISTS
Look for clues
Investigate the items
Select a mnemonic device
Transfer information to a card
Self-test

35. Learning Atmosphere nine conditions for success
High expectations
Freedom-mistakes are okay
Respect-right to be heard and have an opinion
Warmth and Acceptance-safe and supportive learning environment
Student Value-everyone needs to feel important
Leadership-friendly and fair, but in control
Success-atmosphere of success rather than failure
Encouragement-techniques to promote not discourage
Promotion of peer acceptance-feelings of belonging and acceptance
Fisher, R. I. (1987). Learning difficulties strategies for helping
students. Dubuque, Iowa: Kendall/Hunt Publishing Co.

36. Students Arriving Late to Class
Provide incentives (rewards or privilege
Set up fun, short “bell ringer” activities before class to motivate students to show up on time
Set up class wide reward system where students “clock in” and tally their time to earn a group privilege (early birds add to the total and late arrivals subtract)
Late arrivers must make up their time, preferably with an undesirable task
Open and frequent communication with parents
Check with other teachers to make sure that they are actually being released with adequate time to get to your class
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006
from:

37. Students forgetting necessary work materials
Remind students at the end of class about books or other materials they will need
Keep a collection of ‘loaners’ they can use (pens, pencils, papers, and writing paper)
Encourage parents to supervise book bag preparations before students leave for school
Teach the class a general system for organizing work and storing materials
Use ‘peer buddies’ (Share, borrow, check in)
Set up a self-monitoring system
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006 from:

38. Teaching self-monitoring Now Where Did I Put That
Teaching self-monitoring Now Where Did I Put That?! Organization and Day Planners
Been there? Done that? Lost dozens? Using a day planner is one of the most essential coping skills that a student with attentional issues or disorganization struggles can develop; however, it is also a skill that they must practice and develop over time. Actually, using a day planner is not a single skill, but involves a set of skills that can be worked on one-by-one.

39. Why Can’t I Just… “It’s in the car.” “I haven’t gotten to Wal-Mart yet.” “I forgot it today.”
When I am working with a student to develop the habit of using a day planner, I hear many excuses as to why it is not with them. The only way for their day planner to become a life planner and manager is to become so attached to it, they can’t live without it. If it is not in their arms, they should feel a sense of loneliness!
Put it in the same place every night
Reach for it before you reach for your jacket, purse, wallet, etc.
Look for it before you ever get out of the car, off the bus, etc.
Teach parents, friends, teachers to remind you if it isn’t present.
“If found please return to….” Emblazed in bright bold letters across the front and back.
Back up system. Stop think act! If you leave it behind, find it before you have gotten too far in your day! It’s easier to ‘trace your steps’ when it has been one class period, than when it has been a day or week!
Rehearse, rehearse, and rehearse.
Write EVERYTHING in your day planner.
Develop the unwavering habit that all assignments, events, materials, etc. are written in your day planner before your hind end leaves your seat! Do not rely on the ‘I’ll remember to write that later’ philosophy. You haven’t in the past, and you won’t in the future!

40. How’s That Working for You So Far
How’s That Working for You So Far? The only true definition of crazy is repeating a behavior proven to be unsuccessful in the past, and expecting it to succeed, then being devastated when it does not!
Stick ALL of your papers in the planner, and at the end of the day sort, complete, file, and protect! Don’t stick your papers in your books, under your bed, in your locker…you won’t remember!
Teachers and Parents: set up a system with your teachers and parents that they will ask you for your papers if they don’t receive them. If you’ve got them done, you should develop and support a plan to get the credit! Ask mom or dad to sign homework when you are done, and ask your teachers to sign your planner when you have assignments written down!
At first, parents and teachers should be responsible for this oversight. If successful in habit forming, the student might be able to take over some of the responsibility. But never ASSUME!! They have and will always have the disability…it is not a CHOICE and should not be punished!

41. Lists Are Our FRIENDS!
Learn the beauty of lists! Write everything down, check everything off as you complete. This should be a DAILY activity for you for the REST OF YOUR LIFE!
You may have multiple lists-keep them all on the same paper! Examples:
Homework to do’s
short term projects papers
long term projects papers
long term projects need a timeline, teacher or parent to ‘check in’ on progress, and extra discipline on our part!
family activities coming up
extracurricular activities
personal goals

42. Procrastination is the ENEMY!
Developing our ‘to do’ list includes creating your daily action plan, weekly action plan, monthly action plan, and long term plans.
Prioritize…ask teacher or parent for help in the beginning
Define actions or tasks which need to be accomplished
List materials needed in order to accomplish tasks
List the time needed to accomplish
Learn to become a better time estimator
Taking items from ‘to do’ list and placing them on daily action planner, with assigned times, forces us to begin thinking about how long things take and making realistic goals
When making daily plan, allow for the ‘what have I forgotten scenario’
Learn to plan for contingencies
To-dos become not-dones when we fail to plan for the ‘what have I forgottens’
Traffic happens
Books are forgotten at home
Papers are lost

43. Take a Deep Breath Stop the ‘why can’t I just’ voice Follow Your Plan!
None of us wake up in the morning hoping to forget things, disappoint people, or feel stupid. We, like every other person in this world, have our strengths and weaknesses. Unfortunately, our weaknesses sometimes look like laziness or defiance to those around us. Learn to self-advocate! Plan ahead for those contingencies and don’t let setbacks get you down! Some of us have tried for so long to mask our poor planning skills, we haven’t learned to tell people what we need or what we struggle with.

44. Define Your ‘Why Can’t I Just...’ Moments
Learn to resist impulses and distractions!
Don’t stop to see what is on television, IT’S A TRAP, you will become transfixed!
Don’t answer the phone when you are starting your homework, ANOTHER TRAP, you will forget to get back to the initial task! (Once it is out of our mind, it is done in our mind!)
Don’t forget to refer to your list and cross off completed items, BUT NOT UNTIL YOU HAVE ACTUALLY FINISHED! If you cross it off before you are done and you get distracted or interrupted, you will not remember to go back!

45. Define Your ‘Why Can’t I Just...’ Moments
Does a task, responsibility, or action need to be a part of your life, or are you simply conforming to peer pressure or others’ expectations?
If you truly dislike or are unable to accomplish a task, talk with your parents or teachers, maybe a more tolerable task could be substituted? (Example, if writing is laborious and you can’t seem to get your thoughts on paper, maybe a teacher would let you tape record your report or your parent could transcribe it for you? Maybe you could work with graphic organizers to develop your story, rather than facing a blank sheet of paper, which can be very overwhelming!)
Maybe there is a way to creatively problem-solve or make the task less time-consuming and more interesting!

46. Self monitoring system
If used correctly, a day planner works for you…you don’t work for it! A day planner is a tool, which will help you in life and relationships with others. Less stress and more success is a life long goal that is obtainable for us! Make sure to plan for enjoyable activities as well. Keep a list of positive to-do’s and balance your day accordingly!
Adapted from: Nadeau, K. G. (2006). Using a day planner as a life planner. Attention Deficit Disorder Association: The World’s Leading Adult ADHD Organization. Retrieved 11/14/06 from:

47. Student appears unmotivated to complete in-class work
Assess skills in order to determine is “unmotivated” is masking skill deficits (it’s much better to look bad/bored than stupid)
Allow students to earn points or rewards for work completion (offer incentive/reinforcement survey to determine what is the most motivating)
Use cooperative learning and hands on projects as social motivators
Weave high-interest topics into lessons to capture student attention
Offer choices regarding where they sit, who they sit by, what books to use for an assignment, or the type of ‘product’ the agree to produce (e.g., writing essay, newspaper article, letter to the editor, political speech, etc.)
Allow class to ‘vote’ on structuring the lesson (i.e., spend class period working in pairs in the computer lab or in classroom in larger groups finding key concepts in text or lecture notes)

48. Student appears unable to complete in-class work
Survey student skills to determine strengths and deficits
Adjust instruction to match skill level
Adjust groupings
Provide strategies/review sheets
Provide highlighted or restructured notes
Rewrite or reword tests
Provide materials at his or her skill level
Target and practice key skills taught in course
Provide the student answer keys to self-check independent work
Provide glossaries with key course terms and their definitions
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006 from:

49. Student does not participate in large-group discussion
Establish rules of no teasing for incorrect answers
Encourage differing viewpoints
Allow ‘think time’ and draw names for responses (allow for ‘passes’ if a student is very shy and doesn’t know an answer)
Set up ‘life-line’ options (if a student doesn’t know an answer, can call on someone he or she thinks might know, the student using the life-line option must then judge the answer to be correct or incorrect)
Allow students to refer to notes or text for answers

50. Students refusing to comply with teacher requests to do work
Survey for skill deficits (never assume)
Keep it positive, provide options
Create a reward system
Avoid power struggles!
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006 from:

51. Power Struggle management
There is no one way to manage a power struggle. Each power struggle situation is unique. A power struggle occurs when the participants work hard to win in order NOT TO LOSE! Students often evade responsibility by making the power struggle the focus.

52. Power struggles are most difficult to manage when:
There is a lack of clarity in expectations and consequences (be explicit, do not engage in arguing or negotiation, be firm and calm)
There are time pressures (be aware of limitations, don’t lose your temper, remain calm, have a plan ahead time, follow through without anger or irritation—the student ‘wins’ if they can push buttons!)
The disruption factor is HIGH (talking out during lecture or etc.)
People are angry, fearful, or frustrated
Vulnerabilities are unguarded
Everyone can be pulled into a power struggle (I’ll win to prevent a loss)
Vulnerabilities vary (Students can be very sensitive to being controlled by authority figures)
Students initiating power struggles have an expert ability to find another’s vulnerabilities (button pushers)

53. Managing power struggles:
Ready yourself and the situation!
Be vigilant of high risk times (transition, when asked to do work, or other)
Build a ‘positive bank account’ with known power strugglers:
Frequent use of positive, encouraging statements
Quick positive comments to diffuse embarrassing or conflicting situations
Identify shared interests
Model self-control
Be aware of and in charge of your vulnerabilities (don’t get sucked in)
Maintain a positive perspective about the student (find likeable qualities and focus on them)
Maintain self-control at all times! (Never let them see you sweat)
Respond with Purpose
Encourage thoughtful choice rather than compliance (would you like to use a pen or pencil to complete this worksheet?)
Call attention to student behavior in a simple way
Head off power struggle when warning signs are observed

54. WARNING SIGNS Of an IMMINENT POWER STRUGGLE
Shut down
Stop working
Depressed/flat or angry affect
Refusal to talk or respond to questions
Break pencil or jam into paper/desk
Stubborn or sullen look
Comments under the breath

55. EARLY INTERVENTION Identify the feelings Offer help
Give options available (break, different activity, etc.)
Predict a positive choice and its consequences
Refer to success contract
Offer ladder of success (talk it out)
Walk away while student makes choice
Cross-talk with other staff (may be part of predicting)

56. AVOID Pointed fingers, arms crossed, loud voice, etc.
Creating a visual block (can the student easily make an escape? Don’t crowd or corner)
Emotional expressions of anger or frustration (tense body language, intense looks, scowls)
Touching in the attempt to lead or direct

57. MANAGE THE AUDIENCE FACTOR
Never call attention (call student aside or discuss quietly)
Arrange a “cool off” time and space
Acknowledge feelings (If I thought someone was bossing-pushing me around, I might get angry too)
Use active listening, paraphrasing
Maintain a friendly attitude (Being friendly is different from giving in)
Use humor in a timely manner (no sarcasm, just diffusing comments)

58. TAKE CARE OF YOURSELF
Discharge unpleasant emotions constructively (discuss, decide, dismiss)
Use friends and colleagues as supports
Adopt the attitude, “If it didn’t go as I hoped, I will have another opportunity to try again.”

59. Students seeking help when he or she can do the work
Premack principle
Keep interactions brief and business like
Reinforce only when working independently
Post essential information that students will likely need and direct students to it to find the answers on their own
Praise for independent work
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006 from:

60. Tattling
The best way to promote a bullying school environment is to outlaw tattling Lempke, E. (2006), Personal communication.
Define what is a ‘tattle’ and what is ‘reporting’

61. Redefine & Reduce Tattling
Establish and accepting classroom atmosphere
Collect personal information about each child and use the information in quick informal exchanges utilizing body language to show warmth and acceptance (eye contact, extending palm of hands outward when greeting students, standing in close proximity)
Let the students know you as a person, not just a teacher
Try to spend some individual time with every student every day
Give honest praise
Establish a risk-free classroom, mistakes are OK!
Discourage one-upmanship or competition if possible
Encourage class support and cooperative learning
Define what is an appropriate ‘report’ and what is a ‘tattle’

62. Defining a tattle
Use class discussion to define (hurting self, hurting others, hurting property, hurting emotionally or physically, etc.)
Let the class define
Provide Hassle Log or other reporting device (if it’s worth a report, it’s worth completing the paperwork!)

63. Example Hassle Log Name:. Date:. Time:
Example Hassle Log Name: Date: Time: Setting: Classroom __ Bathroom __ Meals __ Art __ Music __ Gym __ Playground __ Bus__ Hall __ Other __
What happened:
Somebody teased me __
Somebody took my stuff __
Somebody told me to do something bad __
Somebody did something I didn’t like __
I did something wrong __
Somebody started fighting with me __
Somebody started fighting with someone _
Other __
Who was that somebody:
Another student __
An adult __
Staff __ Teacher __
What did you do:
Hit back __ Told adult __
Ran away __ Walked away __
Yelled __ Talked it out __
Cried __ Told peer __
Broke something __ Ignored __
Was restrained __ Used anger __
Used my words __ Cried __
How did you handle yourself:
Poorly Not too well OK Good Great
How angry were you:
Burning Mad Really Mad A little Mad
Not Mad At All

64. Relieving Frustration in students
Warning signs: biting nails or lips, grimacing, muttering, mumbling, appearing flushed, barking at neighbors
Strategies to prevent
Antiseptic bounce: sending student from the room on an errand or task
Provide quiet spot, calming area, sensory options for self-calm
Identify system for notification
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from:

65. Defensiveness
Warning signs: lashing out verbally, withdrawal (emotional or physical), challenging authority, refusal to comply, blaming
Strategies to prevent or reduce
Avoid “who is right” or “who is in charge” discussions
Approach student privately, make eye contact, address in a quiet, calm tone
Use humor to defuse the conflict
Provide ‘forced choice’ options (would you like to work at your desk or in a quieter area)
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from:

66. Aggression
Warning signs: verbal threats, abusive language, threatening posture, striking out
Strategies to react to, or respond
Remove other students
Adopt a supportive stance (slightly to the side and at a 45 to 90 degree angle
Respect ‘personal space’-a least a leg length away
Maintain calm tone and body posture
Do NOT block the door (if possible)
Deliver clear statement of choices

67. Clear statement of choices
Two clear choices with consequence. Give ‘teacher preferred’ choice last-
“John, you can refuse to participate and written up, or you can start the assignment and not be written up.”
If fails to comply within a reasonable amount of time, clearly restate what you want the student to do (calmly). Include a time limit and location.
“I want you to return to your desk now and begin your work.”
If fails to comply again, enforce alternative consequences as selected and discussed earlier.
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from:

68. Self-monitoring Natural step toward independence
Shift from external to internal locus of control
Behavioral or academic
All ages and disabilities
Select and define target behavior
Record, analyze, set target goal, strategies, evaluate, reinforce
Series on highly effective practices-self monitoring: Teaching students to self-monitor their academic &
behavioral performances. Darden College of Education retrieved 12/30/06 from
.odu.edu/esse/research/series/monitor.shtml

69. Managing transitions
Using effective transitions help teachers to minimize disruptions and behaviors
Most successful are rapid and have clear ends and beginnings
Clear routines for everyday tasks
Post and adhere to daily schedule
Provide visual or auditory signals or cues to notify students transition is coming
Provide ‘wait time’ for those who struggle with change in routine or transition activities
Use proximity, reinforcers, and/or incentives
Watch for signs of frustration, defensiveness, withdrawal, etc. and address appropriately (diffuse)
Successfully managing student transitions. Series on highly effective practices-Transitions. Darden College of Education. Retrieved 12/20/06
from

70. Teaching Social Problem Solving
“Students with disabilities and behavior problems often have difficulty dealing with interpersonal problems, which further limit their academic and social success at school.”
Successfully managing student transitions. Series on highly effective practices-Transitions. Darden College of Education. Retrieved 12/20/06
from

71. Teaching Social Problem Solving
State the problem
Gather information from self and others
Think of possible solutions
Evaluate each solution
Choose the best, mutually acceptable solution
Try out the solution
Evaluate the solution
Decide what to do next time
Successfully managing student transitions. Series on highly effective practices-Transitions. Darden College of Education. Retrieved 12/20/06 from

72. Social Skills
Students with social skills deficits experience long term consequences: cycles of failure, peer rejection, poor school outcomes, and adjustment problems as adults (Successfully managing student transitions. Series on highly effective practices-Transitions. Darden College of Education. Retrieved 12/20/06 from
Explicit instruction-social skills/strategies games tend to be too subtle for some students
Peer mentors - positive social interactions with facilitation and practice opportunity
School-wide/Class-wide
Thoughts and feelings activities-understanding feelings of self and others

73. Explicit Social Skills training
Clearly introduce and define the skill
Model the skill and sequence of steps
Rehearse, role play, practice
Review in natural setting or created opportunity
Provide individual feedback
Promote, remind, reinforce
Teach students to ‘self talk’ –prompt, encourage, and reinforce themselves

74. Planning
Planning is a mental process by which the individual determines, selects, applies, and evaluates solutions to the problem.
Select relevant information in the task
Select relevant prior knowledge
Use a strategy to approach a task
Monitor progress
Develop new strategies when necessary
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 37.

75. Planning Example This Week’s Spelling Words
Here are the words for Friday’s test:
found
ground
mouth
couch
ouch
count
round
out
shout
How will you learn the words?
Start today
Study 15 minutes per day
Study with a friend
Write each word 10 times
Make flashcards
Make a word search puzzle
Make a copy to tape to your desk and study during free time
What other ways to learn these words can you think of? Write them down!
_______________________________
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 37.

76. Classroom problems related to planning
Disorganized completion of assignments
Failure to switch strategies according to the demands of the work
Failure to correct misinterpretation of what is read
Inconsistent application of spelling or math rules when solving problems
Failure to devise or use aids when completing work
Lack of preparedness with materials needed to do work
Uncertainty about how or where to start school work
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 38..

77. Teaching planning skills
Teach about plans and strategy use
Discuss the importance and how it will benefit them (organization, finishing on time, being successful, etc.)
Encourage development, use and evaluating their own strategies
Ask questions related to planning, such as:

78. Questions related to planning
How did you do the task?
Did you make a plan before beginning?
What did you do last time? Did it work?
Why did you do it that way?
These are hard, how could we make them easier?
Is there a better way, or a different way to do this?
What strategy worked for you?
Do you think you will do it differently next time?
How can you check your work?
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 37.