|
Symptoms |
|
|
Strategies |
|
Has difficulty seeing the consequences
of his/her actions. Is impulsive -- acts, then thinks. |
|
|
- |
Take a specific situation and
discuss the choices and consequences of each choice. |
|
- |
Provide firm, concise rules, clearly
state consequences for breaking them. |
|
- |
Be consistent in making student
responsible for his/her actions. |
|
|
Is slow in "shifting gears" to a new
task. |
|
|
- |
Stand by student's desk as he/she
begins new task; periodically check on student. |
|
|
Unable to generalize (4 x 3 = 12, 3 x 4
= 12). Doesn't transfer rules; i.e., spelling rules, classroom
rules. |
|
|
- |
Ask student to state rule each time
it is applied until mastery. |
|
- |
Mastering prior to teaching
generalization of that rule. |
|
|
Difficulty with abstract reasoning.
Student may be verbal and personal but
conversation reveals concrete thinking. |
|
|
- |
Relate new concepts to practical
experience and apply to student's experiences. |
|
- |
Use concrete materials to
demonstrate abstractions. |
|
- |
Ask simple, direct questions;
compare and contrast. |
|
|
Poor reading comprehension; may be a
capable decoder -- great word attack skills. |
|
|
- |
Use work clues/pictures. |
|
- |
Teach study skills. |
|
- |
Teach visualization and
verbalization skills. (Use a highlighter) |
|
|
Has trouble drawing conclusions, making
inferences. Doesn't understand riddles, jokes. |
|
|
- |
Develop games and exercises to develop
reasoning. |
|
- |
Ask student to "defend" his/her
answer. |
|
- |
Ask riddles: "riddle of the week" |
|
|
Has difficulty making decisions,
especially from many choices. |
|
|
- |
Reduce range of available choices. |
|
- |
Have student verbalize why he/she has
made a particular choice. |
|
- |
Reinforce any initiative or decision
making. |
|
|
Has trouble with math story problems. |
|
|
- |
Teach key words to watch for within the
problem (total, differences, in all, etc.). |
|
- |
Assign an operation and have the
student write the story to go with the operation. |
|
- |
Break down, using easier number of
facts. |
|
|
Doesn't seem to understand math symbols
and concepts. |
|
|
- |
Go back to concrete objects. |
|
- |
Relate percent, fractions, decimals to
money. |
|
|
Seems to get lost halfway through a
math problem. |
|
|
- |
Help student "talk" his way through it,
keeping the goal in focus. |
|
- |
Use all modalities. |
