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.