q
Provide
certainty, structure and predicable routines.
Expect poor compliance when routines are changed.
q
Provide
opportunities for movement, fresh air, other ways to “alert” the system
q
Allow
extra time for written assignments
q
Allow
student to demonstrate work in ways other than a pencil (oral, dictate,
circling answers, turning in a rough draft, etc.)
q
Activities
requiring drawing, copying and length writing require too much effort – provide
student with copies of outlines, notes, overheads
q
Insist
on use of binder that organizes all materials
q
Minimize
written production in work but continue to expect completion of
assignments. Grade on quality, not
quantity.
q
Give
24 hour grace period for turning in homework – provide back up spot for daily
assignments to be turned it out of sync with classmates
q
Encourage
use of hand fidgets when asking for prolonged listening
q
Allow
student opportunity to preview novel materials to prevent anxiety induced
meltdowns
Organization
strategies
q
Able
to identify steps imbedded in long term assignment
q
Able
to find appropriate place for all materials in backpack and retrieve materials in timely manner when asked
q
Able
to identify materials needed for long term assignment
q
Able
to accurately and independently write assignments down in planner
Increasing
levels of alertness
q
Able
to identify 3-5 strategies for increasing levels of alert attention when
involved in challenging task
q
Able
to return to topic independently
q
Able
to complete 30 mins of quiet seated work in time with peers
Social
Competency
q
Able
to successfully participate in small group activity without behaviors
q
Able
to identify role in small group (leader, researcher, etc.)
q
Able
to name (per self report) 3 friends
Self
Advocacy
q
Able
to ask questions of teachers for clarification of expectations of assignments
q
Able
to accurately report bullying, threats to trusted staff
q
Able to ask for support
with assignments