Teaching Strategies, Accommodations, and Modifications
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Transcript of Teaching Strategies, Accommodations, and Modifications
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TEACHING STRATEGIES, ACCOMMODATIONS, AND MODIFICATIONS
Tricia Cassel, Ph.D.Ketty Gonzalez and [email protected]
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REVIEW OF PRESENTATION
ADHD/Executive Dysfunction
Autism Spectrum Disorders
Learning Disabilities
Additional Accommodations
Case Examples
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TEACHER STRATEGIES AND ADHD
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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
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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
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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
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BASIC BEHAVIOR PRINCIPLES
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GOAL SETTING Involve the student
Set POSITIVE goals
Set REALISTIC goals
Use short term goals
Limit your goals
Reinforce at the level of success
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REINFORCEMENTS/PUNISHMENT
Reinforcement always increases behavior
Positive - You add something goodNegative - You take away something bad
Punishment – You add something bad
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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
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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
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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.
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REINFORCEMENT & FEEDBACKPRINCIPLES, CONT
End-of-the-week reward
Specific verbal praise
Secret signal
Positive redirection
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INCREASE ATTENTION AND ON-TASK BEHAVIOR
EYE CONTACT Simplified instructions Decreased monotony (breaks) Morning academics Reduced workload Shortened tasks Use of a timer
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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
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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)
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REDUCE DISTRACTIBILITY
Special seating away from windows and doors and close to teacher
Separate desks
Limit distractions
Removal of playthings (“item inspection”)
Individualized testing
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INCREASE STRUCTURE Review week’s schedule
Small group instruction
Controlled transitions
Consistent routines
Monitor independent work
Regular review of rules
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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.
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EMPHASIZE ORGANIZATION, CONT. Weekly assignment sheets
Folder for finished/unfinished work
Notebook organizer
Extra set of books
Regular desk inspection
Cleared desk tops
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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
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TEACHING STRATEGIES FOR HFA AND ASPERGER SYNDROME
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ACADEMIC GOALS & CHALLENGES
Learn social skills
Learn daily living skills
Understand own sensory & emotional needs
Learn problem-solving skills
Learn academic content
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REDUCING STRESS & ANXIETY
Increase Predictability
Prepare for Changes
Teach Routines & Rules
Use Visuals
Priming
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MONDAY’S SCHEDULE
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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”
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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
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RECESS
Structure activities during recess
Utilize peers
Consider incorporating activities of high interest
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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
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PREFERENTIAL SEATING Seated with compliant peers
Away from high traffic areas Pencil sharpener Waste basket Teacher’s desk Windows
Away from Sensory Stimuli
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WHAT ABOUT OLDER STUDENTS?
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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
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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
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ORGANIZATIONAL SUPPORTS
These skills must be methodically taught
To do list
Materials list
System for backpack, locker, & home
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GRAPHIC ORGANIZERS
Created by teachers or support personnel prior to or during lecture
Visually organizes information
Highlight important information
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STORY ANALYSIS FOR EVENTS
Title
TurningPoint
Before After
Motivation Feelings Motivation Feelings
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TEACHING STRATEGIES AND LEARNING DISABILITIES
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READING DISABILITY
Reading pen
Assistive Technology
Extra time for assignments
Increased time for testing
Oral examinations
Scribe
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MATH DISABILITY
Reduced assignments
Reduced amount of homework
Calculator used for checking work
Teaching with manipulatives
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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!
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TALKING TO THE STUDENT’S PEERS
Do we tell peers about the disability
How do we do it
Will it decrease victimization
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WHAT HAPPENS AFTER GRADUATION
What type of placement is appropriate
What skills still need to be learned
Use of a consultant
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THANK YOU!