 The process of deciding what needs to be done and developing a plan and/or timeframe for getting it done.  It is about establishing routines, setting goals, and understanding priorities.  Part of the executive functioning skills set.

 Awareness of the passage of time 

 Teach time  Kids need an understanding of how time is made up Minutes Hours  Use analog clocks  Make an abstract concept visible  Allows students to see the movement of time  Also allows students to see how much time before next activity  Use a stop watch or other audio reminder  Create a sense of time passed

 Autism Spectrum Disorders  ADHD Interventions Visual Schedules Check lists / schedules Color coded priority lists Timers Practice time estimation

 Create visible schedules / lists  Schedules allow the students to see what is next and when  Tasks lists allow students to see which tasks have higher priority  Teach students to use planners  Creates a way for students to prioritize tasks  Helps teach planning for how much time to allow for each project  Creates a visible schedule regarding all activities

The process of budgeting, saving, investing, spending or otherwise in overseeing the cash usage of an individual or group. Learning money and how to manage money is another difficult concept for all students to learn. Having a learning disability just increases this difficulty.

 Dyscalculia  simple computation  reading and writing (larger) numbers and translating figures into words (and vice-versa)  recognizing and understanding symbols  choosing the appropriate operation for a particular problem  identifying shapes  using number lines and counting accurately (and backwards)  telling the time and working out problems involving time  doing mental calculations  working out money calculations  spotting patterns  remembering steps in multi-stage processes.  ADHD

 Teach coin recognition and value  Skip counting by 5’s and 10’s  Model with real money  Sorting  Daily practice  Introduce only a few coins at the beginning  Work on adding values a few at a time also  Flashcards / Visuals  Parts / Fractions  Purpose of Money  Classroom Mini Economy

Learning or Attention Problem Challenges when Managing Money Impulsivity Problems with “impulse buying” Memory problems Difficulty remembering to record bank transactions Temporal (sense of time) Problems remembering to pay bills on time Organizational problems Difficulty gathering important items needed Distractibility Trouble maintaining concentration Visual discrimination Tendency to make errors in calculation Spatial issues Tendency to misalign Visual figure-ground problems Problems focusing on each line of statement Reading Trouble reading store signs, notices from bank, and contracts

 Continue money value and calculating lessons  Budgeting Skills  Color coding  Highlights  Due dates  Budgeting priorities  Financial Graphic Organizers  Two column charts  Wants / Needs

      sfari.org/news-and-opinion/news/2010/time-perception-problems-may-explain- autism-symptoms sfari.org/news-and-opinion/news/2010/time-perception-problems-may-explain- autism-symptoms  pbskids.org/itsmylife/school/time/ pbskids.org/itsmylife/school/time/  neuro.bcm.edu/eagleman/time.html neuro.bcm.edu/eagleman/time.html     sequencing-and-prioritising.aspx sequencing-and-prioritising.aspx  Grskovic, Janice A., Zentall, Sydney S.,Stormount-Spurgin, Melissa, (1995) Time Estimation and Planning Abilities: Students With and Without Disabilties.