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Adaptations
Student Placement
- Place the student in the least distracting location in the classroom.
- Placement may need to be in the front row near the teacher.
- Place the student near a good role model or study buddy.
- Increase the distance between desks.
- The student should never be placed near the door, window, or outside aisle.
Assignments
- Allow extra time for the student to complete the assignment. If the assignment is not completed in class, do not send it home for the student to finish. If he/she could not complete it during a class, they probably will not be able to complete the assignment at home.
- Shorten the length of the assignment so that the student will be able to complete the assignment in about the same amount of time as the rest of the class. For example, when assigning the class to write their weekly spelling words three times each, allow the ADD student to only write them two times each.
- Break the assignment up into small, manageable chunks.
- Review the instructions one-on-one before the student begins work.
- Adapt worksheets so that less material is on each page to reduce distractions.
- Remind student to check work, especially if they have finished really quickly.
- Compliment the student on their work whenever possible.
Giving Instructions
- Pair written instructions with oral instructions
- Give clear, concise instructions
- Check back to make sure the student is still following the original instructions. Praise or gently redirect student.
- Have the student repeat the instructions back to you. Make sure you have eye contact during the entire recital.
Behavior
- Cue the student to stay on task. Having a private cue set up in advance between you and the student best.
- Whenever possible ignore minor, inappropriate behavior.
- Always use appropriate reprimands. Never criticize or lecture the student. Try to gently redirect the student with a gently touch or visual cue.
- Acknowledge appropriate behavior as often as possible.
- Call on student only when hand is raised. Do not acknowledge any answer blurted out. Praise the student when hand is raised.
- Reinforce more frequently when signs of frustration are noticed. Let the student know that you realize their frustration and understand how they feel. Consider a break if appropriate.
- Always praise appropriate behavior.
- Give immediate feedback.
- Use teacher attention to reinforce positive behavior.
- Acknowledge the positive behavior of a nearby student or study buddy. Never point out to the student that they should behave like another peer.
- Assign special responsibilities to the student in the presence of peers so others will be able to observe the student in a positive mode.
- Make frequent contact with the student by touching or speaking their name.
Organization
- Provide rules pertaining to organization. Desk must be free of litter. Pencils must be put into box before leaving desk.
- Make sure student has a notebook with colored dividers and folders for work.
- Made sure student writes down all homework assignments in a notebook.
- Regularly check desk and notebook for neatness.
- Encourage neatness instead of penalizing sloppiness. Teach sloppy copy for writing assignments if necessary. The first time is to make mistakes and erasures, so can be sloppy. Rewrite the first copy onto a fresh sheet of paper and pay particular attention to neatness.
- Encourage the use of a word processor or computer.
- Allow student to use a tape recorder for assignments and homework.
Parent Involvement
- Have frequent conferences with parents to let them know how their child is performing and to also discover how the student is performing outside of the school environment.
- Send positive notes home whenever possible.
- Keep a communication notebook. Write a short daily note home to parents letting them know how their child is performing and ask them to write a short daily note on how the student did that evening or morning while preparing for school.
- Send weekly progress reports home.
- Inform parents immediately of any problems.
- Keep parents informed about any behavior contracts, behavior modifications, or any other techniques you are trying and the results.
Behavior Modification
- Praise, Praise, Praise
- Instead of saying “I want you to…” say “I need you to…”
- Instruct student in self-monitoring cues.
- Increase immediacy of rewards and consequences.
- Set up a behavior contract. Make sure the student understands and agrees with the terms. Don’t forget to inform the parents.
- Provide reassurance and encouragement.
- Speak softly to student.
- Look for opportunities for the student to take a leadership role in the classroom.
- Assist the student in setting short-term goals. In the beginning, the goals may need to be accomplished in an hour to give the student practice in setting goals and working towards their completion.
- As you can see teachers sometimes have to change their behavior before they can change the students.
Socialization
- Monitor social interactions, especially on the playground.
- Set up social behavior goals with the student.
- Prompt appropriate social behavior using verbal and/or private signals.
- Closely supervise transition times. Never let the student bring up the rear of the line. Try to make sure the student makes choices which will allow him/her to be successful.
- Encourage social interactions with peers.
MovementMiscellaneous
- Allow the student to stand at times while working on an assignment.
- Allow short breaks between assignments or during especially long assignments.
- Be aware of times when the student is feeling extra frustrated and allow the student to take a walk. If possible, have an area set aside for quite movements or exercise.
- All the students would benefit from a quick exercise break.
- Require fewer correct responses for a grade or test.
- Reduce the amount of homework for the student.
- If note taking is required, provide a peer to assist the student.
- Check to see if a counselor, aide, or another teacher can provide small group social skills training.
- Check to see if someone in the school can provide anger management techniques if appropriate for the student.
Use multiple choice tests or one-on-one oral tests to determine mastery of content
Letter Bowling
Materials: liter size coke bottles, water. tennis ball, index cards, black marker, tapeProcedure: Fill the bottles about 1/4 full of the way with water. You want just enough water to steady the bottles, so they won't fall over. Too much water and your child will not be able to knock the bottles over. Write a letter of the alphabet onto an index card. Be sure to write both the upper and lower case letter. Tape the card to the bottle. Try to make five bottles.
Play: You and your child can take turns tossing the ball to knock over one of the bottles. Once a bottle is knocked over, say the name of the letter sound, and a word beginning with the letter. If your child has siblings or visiting friends get them to play along.
Variation I: If your child had good eye and hand coordination have them draw a letter card to telll them which bottle to knock over. Don't forget to say the letter, word, and sound.
Variation II: If your child has a firm grasp of the alphabet use words instead. Write a word on the card and tape to the bottle. Roll or toss the ball to knock over the bottle. Read the word and use it in a sentence.
Relay
Materials: index cards, marker, objectsProcedure: On each index card write one word (noun) that your child is trying to learn to read. These words can be chosen through hobbies, interests, teacher list, or spelling words. Turn the cards over so they can not be read before drawn. Place the cards at "station 1" and objects representing the written words at "station 2". You can also use pictures instead of objects.
Play: Each person takes turns drawing the top card, reading it, and racing to the next station to select the object depicted by the card.
Variation 1: Use letters. At station 1 place cards with the upper case letters written on them. At station 2 write the lower case letter. Race to see who can collect the most upper and lower case matches.
Variation II: Use a mix of letters and words. Player draws a letter card at station 1. Look at the card and run to station 2 to select the card that has the word that begins with that letter. You may also want to have your child choose the word that ends with that letter.
Variation III: Sort word families. On station 1 place one the word families letters. You may want to use at, ag, id, un, ed, ot, in, ain, ock, ing. At station 2 place consonants and blends that will form words when placed with the word family letters at station 2. For example: Station 1 has three different word families: card number 1-ag, card number 2- ock, and card number 3- un. At station 2 are cards with letters that will form words when placed in front of the word families at station 1. The letters for ag would be: B, G, H, L, N, R, S, T, and W. The letters for ock would be: D, H, J, L, M, R, S, T, BL, CL, FL, CR, SM, ST, SH. The letters for un would be: B, D, F, G, H, N, P, R, S. Each person would select a letter card from station 2 and run to station 1 and place the letter card by the correct word family card to form a word.
Scramble
This is a great game for learning the weekly spelling words.Materials: spelling list, construction paper, letter tracers, scissors, index cards, pencil
Procedure: Using the letter tracers, trace and cut out the individual letters. On one side of the index card, lightly write one of the words on the index card. You do not want to be able to see it from the other side. Turn the card over and draw a space for each letter in the word. Place the cut out letters that form the letters on the card, scrambled. Repeat with each card. Have your child unscramble the letters to form the word from their spelling list. This is a game they can play alone at the kitchen table while you prepare dinner or as a quiet game before bedtime.
Name that Object Relay
Materials: Post-it notes, black markerProcedure: Write the name of household objects on Post-it notes. Have your child run as fast as he can to place the Post-it notes on the correct object.
Picture Hunt
Materials: pictures, index cards, markerProcedure: Look in magazines or other books for pictures that represent words your child is learning to read or is wanting to learn to read. On the index cards, write the words that correspond with the pictures. Hide the pictures around the house or other locale. You may want to put parameters on the search by telling him that they will not be on high shelves or mixed in with someone's personal belongings. Your child is to find the picture and place the correct word card with that picture.
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