Difficult to formulate concepts, thinking, and study skills.

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.

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