Difficult to formulate concepts, thinking, and study skills.

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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