Teaching Strategies, Accommodations, and Modifications

1. Teaching Strategies, Accommodations, and Modifications Tricia Cassel, Ph.D. Ketty Gonzalez and Associates 305-668-0355 TriciaCassel@gmail.com

2. Review of Presentation • ADHD/Executive Dysfunction • Autism Spectrum Disorders • Learning Disabilities • Additional Accommodations • Case Examples

3. Teacher Strategies and ADHD

4. 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 Teacher Characteristics

5. 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 Ideal Classroom

6. 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 Ideal Classroom Continued

7. Basic Behavior Principles

8. GOAL SETTING • Involve the student • Set POSITIVE goals • Set REALISTIC goals • Use short term goals • Limit your goals • Reinforce at the level of success

9. Reinforcements/Punishment • Reinforcement always increases behavior • Positive - You add something good • Negative - You take away something bad • Punishment – You add something bad

10. 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

11. WHY???? Helps with motivation Students with ADHD are more sensitive to and dependent on reinforcement Helps direct their focus Traditional discipline is often ineffective Provide reinforcement and feedback

12. 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.

13. Reinforcement & FeedbackPrinciples, cont • End-of-the-week reward • Specific verbal praise • Secret signal • Positive redirection

14. Increase Attention and On-Task Behavior • EYE CONTACT • Simplified instructions • Decreased monotony (breaks) • Morning academics • Reduced workload • Shortened tasks • Use of a timer

15. 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

16. 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)

17. Reduce Distractibility • Special seating away from windows and doors and close to teacher • Separate desks • Limit distractions • Removal of playthings (“item inspection”) • Individualized testing

18. Increase Structure • Review week’s schedule • Small group instruction • Controlled transitions • Consistent routines • Monitor independent work • Regular review of rules

19. Emphasize Organization • Spend first 15 minutes of day organizing class • clean desks, throw away trash, sharpen pencils • After-lunch re-orientation • End-of-day organization • Review daily record of behavior/goals, check to see if he/she has assignment book, etc.

20. Emphasize Organization, cont. • Weekly assignment sheets • Folder for finished/unfinished work • Notebook organizer • Extra set of books • Regular desk inspection • Cleared desk tops

21. 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

22. Teaching Strategies FOR HFA and Asperger Syndrome

23. Academic Goals & Challenges • Learn social skills • Learn daily living skills • Understand own sensory & emotional needs • Learn problem-solving skills • Learn academic content

24. Reducing Stress & Anxiety • Increase Predictability • Prepare for Changes • Teach Routines & Rules • Use Visuals • Priming

25. Monday’s Schedule

26. 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”

27. 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

28. Structure activities during recess Utilize peers Consider incorporating activities of high interest Recess

29. 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

30. Preferential Seating • Seated with compliant peers • Away from high traffic areas • Pencil sharpener • Waste basket • Teacher’s desk • Windows • Away from Sensory Stimuli

31. What About Older Students?

32. 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

33. 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

34. Organizational Supports • These skills must be methodically taught • To do list • Materials list • System for backpack, locker, & home

35. Graphic Organizers • Created by teachers or support personnel prior to or during lecture • Visually organizes information • Highlight important information

36. Story Analysis for Events Title Before Turning Point After Feelings Motivation Motivation Feelings

37. Teaching Strategies and Learning Disabilities

38. Reading Disability • Reading pen • Assistive Technology • Extra time for assignments • Increased time for testing • Oral examinations • Scribe

39. Math Disability • Reduced assignments • Reduced amount of homework • Calculator used for checking work • Teaching with manipulatives

40. 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!

41. Talking to the student’s peers • Do we tell peers about the disability • How do we do it • Will it decrease victimization

42. What happens after graduation • What type of placement is appropriate • What skills still need to be learned • Use of a consultant

43. THANK YOU!