Strategy Matrix: Organize Needs & Interventions

Disability: Mild Intellectual Disability

Student’s Strengths: Good with simple arithmetic, has important relationships with people close to them like
parents, teacher, and few friends in class, has artistic skills and enjoys being creative in all subjects, and good
with learned daily routines.

Common Evidence-based Strategies

Disability
Characteristic
Academic
Delayed in Art & Illustration- Helps child learn shapes, spatial relationships, boundaries, size, and other math concepts.
mathematical Ex: Allow the child many ways to solve a problem to help with abstract concepts. The child will get a math
skills buddy to work problems and check answers with. Provide illustration examples for problems.
Below other Teaching with Music- Provides an engaging environment for the child that assists with memory recall. Ex:
students in class play math songs repeatedly for the child to learn if they are having a difficult time with a concept.
especially in word
problems.
Impairment in Sticky Note Strategy- Helps the student with organizational skills by assisting with time management and
organizational enhancing following directions for an activity. Ex: Provide the child with different color sticky notes and
skills explain that one color means what they should do today, and the other color is for questions they have.
Child struggles Graphic Organizers- Assists the student in their thinking process by helping them organize essential concepts
with read aloud and ideas while allowing them to communicate their answers. Ex: Let the child pick a graphic organizer and
and book content. show them how to use it. Have them use the organizer for a book that the class is reading.
Social / School Skills
Struggles in Choice Boards- Lets the child become a self-directed learner and allows them to pick individual or group
communicating activities It provides focus on the content learned without the distractions of other students. Ex: Provide a
with others choice board that allows the child equal amounts of activities alone and activities with an assigned partner.
Child gets Cooperating Learning Groups- Enhances the child’s collaborative skills, allows them to work in small groups
overwhelmed and and not be overwhelmed by entire class, provides the child an opportunity to participate and practice
struggles sharing in communication with others in a positive environment. Ex: Allow the child a say in what group they would
large groups. like to work with. Provide activities that allows the child multiple times to communicate with others.
Lacks in choice Self-Regulation- Provides the child to learn social cues, increase positive target behaviors, and assists the
making, problem child with identify and controlling emotions in a variety of ways. Ex: With the child plan a goal at the
solving, and goal beginning of an activity along with the target behaviors that are expected. Give the child one skill to use if
setting they have difficulties with emotions during that activity.
Child struggles Check In/Check Out- Helps the child understand/determine what is appropriate, checks in on them in small
with identifying amounts of time, and can be referred to multiple times during the day to assist with choice making. Ex: Allow
emotions in self the child to be a part of making their check in/out sheet. After every lesson, review the goals that were needed
and others and and discuss any issues that could be avoided next time.
reacts
inappropriately.
Behavior / Organization
Struggles with Behavior Contract- Allows the child, teacher, and parents to decide what skills should be accomplished every
everyday skills day and provides the child to have control on what needs to be working on. Ex: Review the behavior contract
Child struggles everyday to allow the child to make routines that suit their needs.
Following Behavior Specific Praise Notes- Provides reinforcement of a desired behavior and helps build student
directions during confidence. Ex: Every time the child is on task during an individual activity, give the child a note stating what
transitions. they are doing correct.
Can exhibit Good Behavior Game- Helps reduce any aggressive or undesirable behaviors that can occur and does not
disruptive interfere with instruction time. Ex: Can be used in a routine manner to assist the student and the rest of the
behaviors class to remember the classroom expectations.
Child can become Movement- Provides the child a chance to increase attention and participation within the class and helps to
agitated when enhance movement and behavior. Ex: Allow the child opportunities to get up and move throughout the day
frustrated during during brain breaks or as a form of self-regulation.
school work.