ADHD and behavior disabilities, by Ester Ulate
Support in Spanish class (secondary)
- Allow the student to use flashcards when writing sentences in Spanish.
- Use visual aids such as posters on the classroom (e.g. conjugation rules)
- Use modeling strategies every time you teach a new grammar concept.
- Always provide immediate reinforcement and feedback. Constantly check his or her work.
- Allow the use of the electronic textbook when working on practices since it can give immediate feedback.
General instructional support:
· Include movement (e.g. work on centers, carousel activity walking around the class).
· Use kinesthetic activities (e.g. forming sentences with manipulative elements such as blocks with words).
· Facilitate collaboration among students such as jigsaw activities, peer review, and others.
· Provide options to access to the instructional materials such as the electronic and hardcopy of the textbook.
· Introduce assignments in sequential steps.
· Provide access to fidget toys.
· The student can have at least 2 small breaks to stand up and practice relaxation techniques previously learned.
· Practice with the class relaxation skills at least once a week.
· Token economy program.
· Frequent positive reinforcement.
· Use visual cues previously established by teacher-student:
o Before he or she is called to answer questions.
o To let the student know that she or he can take a break.
o To let the student know that he or she needs to calm down.
- Use checklists to help the student get organized.
- Ask the student to repeat the instructions to make sure that he or she understands what to do.
- Seat the student in the front row far from windows and doors in order to minimize distractions.
- Always use clear and concise instructions.
- When the student turns in classwork or assignments always check that it is completed.
- In each practice or worksheet include clear instructions and a model of how to do it.
· Allow the student to present the final product in a variety of formats (e.g. recording, typing, writing, or orally).
· Reduce amount of work in classwork and other assignments.
· Provide extra opportunities to turn in corrected work.
· Allow extra time for the student to finish projects and classwork.
· Assess the same concept throughout different strategies.