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Strategies
It is important to implement strategies that address the needs of the individual. We recommend
that you apply these strategies across home, school, and community contexts.
Learning & Academics
Use short and simple sentences to ensure
understanding.
Repeat instructions or directions frequently.
Ask student if further clarification is
necessary.
Keep distractions and transitions to a
minimum.
Teach specific skills whenever necessary.
Provide an encouraging and supportive
learning environment.
Use alternative instructional strategies and
alternative assessment methods.
Explicitly teach organizational skills.
Keep conversations as normal as possible for inclusion with peers.
Teach the difference between literal and figurative language.
Direct students attention to critical differences when teaching concepts.
Remove distractions that may keep student from attending.
Increase difficulty of tasks over time.
Teach student decision-making rules for discriminating important from unimportant
details.
Use strategies for remembering such as elaborative rehearsal and clustering
information together.
Use strategies such as chunking, backward shaping (teach the last part of a skill
first), forward shaping, and role modeling.
Use mnemonics (words, sentences, pictures, devices, or techniques for improving
or strengthening memory).
Intermix high probability tasks (easier tasks) with lower probability tasks (more
difficult tasks).
Use concrete items and examples to explain new concepts.
Do not overwhelm a student with multiple or complex instructions.
Be explicit about what it is you want the student to do.
Do not assume that the student will perform the same way today as they did
yesterday.
Ask student for input about how they learn best, and help them to be in control of
their learning.
Put all skills in context so there is a purpose for learning certain tasks.
Involve families and significant others in learning activities.
Develop a procedure for the student to ask for help (e.g. cue card, raising hand).
When it appears that a student needs help, discretely ask if you can help.
Be aware that a student may be treated with medications that could affect
Socialization
Communication
Daily Living
Break down / task-analyze skills into steps.
Model targeted skills, then provide practice
opportunities.
Use visual schedules with pictures / icons to
demonstrate each step.
Systematically fade prompts to promote
independence.
Teach occupational awareness and
exploration, as appropriate.
Teach material in relevant contexts.
Reinforce students for generalizing
information across material or settings.
Provide many opportunities for students to apply information they have learned.
Explicitly teach life skills related to daily living and self-care.
Plan experiences that are relevant to the student's world.
Find ways to apply skills to other settings (field trips).
Minimize distractions and the possibility for over-stimulation.
Teach and model personal hygiene habits such as washing hands, covering mouth
and nose when sneezing or coughing, and dental care.
Arrange the environment so students have many opportunities to practice personal
care and self-help skills.
Teach and model rules and practices for bus safety, safety outside, staying with the
group, and safety in the classroom.
Teach students to provide personal identification information when asked.
Teach and model procedures for dealing with potentially dangerous situations,
including fire, severe weather, and strangers.
Behavior