Chapter 10 Interventions for Specific Problems

Visual Perceptual Deficits Model correct symbols (reverses or inverts) Strip, sand, chalk board Loses place, skips lines Use finger, bookmark, have student interact with words Can not copy accurately Sit near board, mnemonics Poor letter formation Paper positioning, other materials than paper and pencil Laborious handwriting, messy papers Dictate answers, alternate response, type

Auditory Processing Deficits Speak slowly Peer buddy Written notes provided Check for understanding Use visuals Have student write words Proximity to instruction Lessen distractions

Spatial Awareness Deficits Buddy Visual arrows/ signs Use graph paper Foldables Assignment calendar

Conceptual Deficits Role play social situations Check for understanding Model situations Make inference type questions (what will happen next?) Cooperative groups

Memory Deficits Memory games Highlight, underline, mark up text Open note tests Visuals Provide only required information Use calculator Concrete examples

Poor work habits Know your students Chunk assignments Eliminate distractions Monitor stress levels Communicate with parent Rewards Extra time to complete work Behavior plan

Other LD Interventions Keep accurate attendance records Adult advisor Peer group Allow time in class to start homework Meet with student

Poor Social Relationships/ Behaviors Be alert Know student Talk privately Be calm Deal with behavior Don’t punish everyone in group Don’t for interactions Determine what is causing the behavior (ABC)

Dyslexia- pg Poor phonemic awareness (hear sounds in words) Difficult telling how many sounds in words Slow acquisition Slow recall

Strategies Extra time True/false Time management Positive feedback Allow for choice Look at sample assignment on page 193

Tips for ADHD or ADD Seat in quiet setting Chunk assignments Supervise child getting started on work Ignore behaviors that do not disturb Extra time Prepare for changes in routine Contracts Frequent breaks