TEACHING STRATEGIES, ACCOMMODATIONS, AND MODIFICATIONS

Tricia Cassel, Ph.D.Ketty Gonzalez and Associates305-668-0355TriciaCassel@gmail.com

REVIEW OF PRESENTATION

ADHD/Executive Dysfunction

Autism Spectrum Disorders

Learning Disabilities

Additional Accommodations

Case Examples

TEACHER STRATEGIES AND ADHD

TEACHER CHARACTERISTICS

Believes & understands ADHD

Knowledgeable about ADHD

Willing to learn if not knowledgeable

Understand that student may still need help even if medicated

Open to suggestions Willing to meet with

parents/clinicians Is organized and

structured Knows about behavior

modification Is flexible and warm

IDEAL CLASSROOM Small student-to-teacher ratio Classroom has 4 walls Student’s desk doesn’t touch any others Student’s desk is away from other disruptive

children

Classroom is structured, organized, and predictable Rules are posted Daily schedule is written on board and reviewed

with class Clutter is minimal

IDEAL CLASSROOM CONTINUED

Presentation format of material is varied

Seatwork is brief and broken down in small segments

Feedback given often & as fast as possible

Lectures interspersed with physical activity

Academic subjects mainly in morning

Behavior management system is in place

There is a strong system of communication with the parents

BASIC BEHAVIOR PRINCIPLES

GOAL SETTING Involve the student

Set POSITIVE goals

Set REALISTIC goals

Use short term goals

Limit your goals

Reinforce at the level of success

REINFORCEMENTS/PUNISHMENT

Reinforcement always increases behavior

Positive - You add something goodNegative - You take away something bad

Punishment – You add something bad

REINFORCEMENT & FEEDBACKPRINCIPLES

Feedback/consequences need to be immediate

Feedback should be clear and specific

Feedback should be frequent

All teachers should be on the same page

ADHD children require stronger rewards and consequences

PROVIDE REINFORCEMENT AND FEEDBACK WHY????

Helps with motivation

Students with ADHD are more sensitive to and dependent on reinforcement

Helps direct their focus

Traditional discipline is often ineffective

REINFORCEMENT & FEEDBACKPRINCIPLES, CONT.

Consistency!

Positive before negative redefine problem into a good alternative (e.g. off-task become on-task)

Implement a token system

Daily report card sent home.

REINFORCEMENT & FEEDBACKPRINCIPLES, CONT

End-of-the-week reward

Specific verbal praise

Secret signal

Positive redirection

INCREASE ATTENTION AND ON-TASK BEHAVIOR

EYE CONTACT Simplified instructions Decreased monotony (breaks) Morning academics Reduced workload Shortened tasks Use of a timer

DECREASE IMPULSIVITY

Decrease time pressure and competition

Extra time for work completion

Make them check their work for errors

“Stop, think, say, do”

Teach self-talk

DECREASE IMPULSIVITY, CONT. Reduce careless errors in math by having them

circle math sign & using graph paper

Card system for asking for help. Give them a certain number of cards

Turtle technique for aggression (proactive)

REDUCE DISTRACTIBILITY

Special seating away from windows and doors and close to teacher

Separate desks

Limit distractions

Removal of playthings (“item inspection”)

Individualized testing

INCREASE STRUCTURE Review week’s schedule

Small group instruction

Controlled transitions

Consistent routines

Monitor independent work

Regular review of rules

EMPHASIZE ORGANIZATION Spend first 15 minutes of day organizing class

clean desks, throw away trash, sharpen pencils

After-lunch re-orientation

End-of-day organizationReview daily record of behavior/goals, check to

see if he/she has assignment book, etc.

EMPHASIZE ORGANIZATION, CONT. Weekly assignment sheets

Folder for finished/unfinished work

Notebook organizer

Extra set of books

Regular desk inspection

Cleared desk tops

INCREASE MOTIVATION

Ample opportunities for success Reduced homework loads Reduced frustration with written

assignments (e.g., allow visual presentation) Bonus points! Test re-taking Group token system/team points Private contract

TEACHING STRATEGIES FOR HFA AND ASPERGER SYNDROME

ACADEMIC GOALS & CHALLENGES

Learn social skills

Learn daily living skills

Understand own sensory & emotional needs

Learn problem-solving skills

Learn academic content

REDUCING STRESS & ANXIETY

Increase Predictability

Prepare for Changes

Teach Routines & Rules

Use Visuals

Priming

MONDAY’S SCHEDULE

HOME BASE Occurs at first signs of student stress

Does not require student to ask for home base

Often prompted by teacher

Work goes with child

Reinforcement for “going” and “returning”

HOME BASE Supportive, not punitive

Scheduled after stressful subjects or environments

May be used to start and/or end day

Allowed as needed

Addresses sensory needs

RECESS

Structure activities during recess

Utilize peers

Consider incorporating activities of high interest

BEFORE AND AFTER SCHOOL Late drop-off to go directly to class

Early drop-off with permission to go to classroom early

Preferential seating near a teacher in the gathering area

Assigned activities to complete

Conversation starter cards

PREFERENTIAL SEATING Seated with compliant peers

Away from high traffic areas Pencil sharpener Waste basket Teacher’s desk Windows

Away from Sensory Stimuli

WHAT ABOUT OLDER STUDENTS?

ASSIGNMENT MODIFICATIONS Provide extra time

Provide quiet time or home base for completion

Assign long-term projects in small, well-defined segments

Incorporate student interests

WRITING MODIFICATIONS Assess handwriting

Consider lap-top or other device Teach keyboarding Limit requirements to write Eliminate copying (provide student with written materials

Assess writing composition skills Use graphic organizers to teach different types of writing

ORGANIZATIONAL SUPPORTS

These skills must be methodically taught

To do list

Materials list

System for backpack, locker, & home

GRAPHIC ORGANIZERS

Created by teachers or support personnel prior to or during lecture

Visually organizes information

Highlight important information

STORY ANALYSIS FOR EVENTS

Title

TurningPoint

Before After

Motivation Feelings Motivation Feelings

TEACHING STRATEGIES AND LEARNING DISABILITIES

READING DISABILITY

Reading pen

Assistive Technology

Extra time for assignments

Increased time for testing

Oral examinations

Scribe

MATH DISABILITY

Reduced assignments

Reduced amount of homework

Calculator used for checking work

Teaching with manipulatives

ADDITIONAL USEFUL ACCOMMODATIONS Do not count off for spelling but go over errors

Provide copies of teacher’s notes or have a peer note-taker

Use of mnemonics and other memory techniques

Mulitmodal teaching

Assist every child in shining!

TALKING TO THE STUDENT’S PEERS

Do we tell peers about the disability

How do we do it

Will it decrease victimization

WHAT HAPPENS AFTER GRADUATION

What type of placement is appropriate

What skills still need to be learned

Use of a consultant

THANK YOU!