FOR EXCESSIVE ACTIVITY:
- allow standing during assignments, especially during end of task
- allow directed movement that is not disruptive (e.g. sharpen pencils, give 2 seats so child can move)
- encourage verbal participation in small and larger groups
- use tutoring activities that encourage active responding (talking, moving, organizing, movement)
- allow alternative ways to get attention from peers (e.g., paper passer, peer tutor, story teller)
FOR INABILITY TO WAIT:
- instruct child on how to continue on easier parts of tasks (or do substitute task) while awaiting help
- teach how to cross out incorrect answers on multiple choice tests
- make child underline or rewrite directions before beginning
- cue child about upcoming difficult times or tasks where extra control will be needed
- allow child-pacing of activities, rather than pacing for him or her
- for children who interrupt others, teach them to recognize pauses in conversations
- instruct and reinforce social routines (hellos, good-byes; please and thank you)
- point out cause and effect of behavior
- give magic markers or colored pencils for child to underline directions or relevant information
FOR FAILURE TO SUSTAIN ATTENTION TO ROUTINE TASKS AND ACTIVITIES:
- use fewer words in explaining tasks (concise and global verbal directions)
- give fewer spelling words
- allow reduced time on one assignment (e.g., two shorter assignments rather than one long one)
- allow work with partners (buddies)
- allow work in small groups
- allow a limited choice of tasks, topics, activities
- alternate low and high interest tasks, so that the child can look forward to interesting tasks
- teach child to ask questions that are on-topic
- allow child to sit closer or nearer at will
- use games to over-learn rote material, and to maintain attention
FOR NONCOMPLIANCE AND FAILURE TO COMPLETE TASKS:
- give verbal compliments for improved work
- give verbal compliments for improved behavior—catch the child being good
- avoid paying attention to unwanted behavior (e.g. “sit down!”, “pay attention!”);
- many of these children will increase negative behavior to get attention
- give tallies for good conduct or work completion (and take them away for incomplete)
- give tallies to trade for activities or rewards of greater value
- use time out from preferred activity
- state your goals for improved social behavior directly to the child
- give child opportunity to demonstrate to others his/her skill area
- bring child’s interests into assignments
FOR DISRUPTION AND NOISE:
- give three possible strikes at which time something less pleasant will have to be done
- give back strikes for hits (particularly kind behavior or good answers)
- do not take away time for motor activities
FOR DISORGANIZATION:
- retrieve routinely used objects of clothing, books, assignments, etc.
- encourage routines of pocket folders with new work on one side and completed, graded work and class notes organized chronologically on the other. (check this)
- organize desk or locker with labels and places for certain items
- before leaving one place for another (walking out of a door) teach routine of child self-question—“Do I have everything I need?”
- tape prompt cards in desks, on books, or on assignment folders to order ideas and thoughts:
- teach the child to take notes on lectures or on written materials in three columns (main points, supporting details, questions)
FOR POOR HANDWRITING:
- allow reduced standards for acceptable handwriting
- do not have child recopy material; it will get progressively worse instead of better
- allow student to copy a peer’s notes or the teacher’s notes
- accept typed or taped assignments
- display particularly good samples of the child’s work
FOR BOSSY BEHAVIOR:
- teach how to negotiate, and teach the rules of negotiation
- teach how to ask questions of others
- explain consequences of bossiness and how it differs from suggesting things to others
FOR LOW SELF-ESTEEM:
- call attention to areas of child’s strengths
- recognize that excessive activity can also mean increased energy and productivity
- recognize that bossiness can also be leadership potential
- mark student’s correct performance, not the mistakes