INSTRUCTIONAL IMPLICATIONS/ACCOMMODATIONS
This section will address typical classroom difficulties when a student is struggling in a cognitive ability area, as well as ideas for how to accommodate and support the student in the classroom.
CRYSTALLIZEDÂ KNOWLEDGE (COMPREHENSION-KNOWLEDGE) GC
In what areas might the student have difficulty?
READING
Decoding
Vocabulary acquisition
Comprehension
Using prior knowledge
Answering factual questions
MATH
Understanding math concepts
Math vocabulary
WRITING
Grammar
Using limited descriptions
Inappropriate word usage
LANGUAGE
Understanding spoken word
Expressive language (poverty of thought)
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Comprehension/Knowledge? (not an exhaustive list)
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preferential seating
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check for understanding
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use vocabulary that is comprehensible
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provide word banks
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pair oral instructions with demonstrations
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link to prior knowledge
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use short sentences with clear, concise language
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FLUID REASONING (GF)
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In what areas might the student have difficulty?
READING
Drawing inferences from text
Abstracting main idea
Critical thinking
MATH
Reasoning (word problems)
Internalizing procedures and processes used to solve problems
Difficulty with relationships between numbers
WRITING
Essay writing and generalizing concepts
Developing a theme
Comparing and contrasting ideas
LANGUAGE
Processing language for efficient use
STRATEGIES/ACCOMMODATIONS
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What strategies might support the needs of a student with a deficit in Fluid Reasoning? (not an exhaustive list)
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check frequently for understanding
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provide study guides and practice tests
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help student to generalize rules/concepts to real life examples
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provide problem solving steps/strategies
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use fact charts, manipulatives, and/or calculators
LONG TERM STORAGE & RETRIEVAL (GL AND GR)
The Path to Success
In what areas might the student have difficulty?
READING
Accessing background knowledge
Slow to access phonological representations when reading
Retelling or paraphrasing what one has read
MATH
Memorizing math facts
Recalling facts and procedures
WRITING
Accessing words to use during writing
Comparing and contrasting
Note-taking
Idea generation/production
LANGUAGE
Expressive language- interrupted thought processes
Receptive language-making connections throughout oral presentations in class
STRATEGIES/ACCOMMODATIONS
A Comprehensive Approach
What strategies might support the needs of a student with a deficit in Long Term Retrieval? (not an exhaustive list)
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hard copies of notes
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provide written directions (with picture support as well)
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check for understanding or have student repeat instructions
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provide frequent review, structured rehearsal, practice and over learning of skills/concepts
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teach student to group information
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provide multiple choice rather than short answer/essay
SHORT TERM MEMORY (GSM/GWM)
In what areas might the student have difficulty?
READING
Reading comprehension
Decoding multi-syllabic words
Orally retelling/paraphrasing what was read
MATH
Rote memorization of facts
Remembering math procedures
Multi-step problems and regrouping
Extracting information to be used in word problems
WRITING
Spelling multi-syllabic words
Redundancy in writing
Identifying main idea
Note-taking
LANGUAGE
Following oral directions
Remembering information long enough to act upon it
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Short Term Memory? (not an exhaustive list)
use eye contact and proximity to gain attention
chunk oral instructions
keep directions short and simple
provide copies of notes/extra time to copy
peer buddy
request immediate feedback
emphasize key words with tone of voice
PROCESSING SPEED (GS)
In what areas might the student have difficulty?
READING
Slow reading speed, which interferes with comprehension
Need to reread to gain understanding
MATH
Automatic computations
Computations speed is slow despite accuracy (which can result in accuracy difficulties due to memory decay)
WRITING
Limited output due to time factors
Labored process results in reduced motivation to produce
LANGUAGE
Difficulty retrieving language quickly
Disrupted speech (can't get thoughts in to words quickly)
Slow to process incoming information which puts a demand on memory store that can result in loss of meaning
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Processing Speed? (not an exhaustive list)
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extra time to complete work
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shorten repetitive tasks
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reduce writing and copying, especially rote tasks
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emphasize quality of work produced rather than volume or speed
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in oral discussion, allow student time to formulate a response
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allow student to preview or pre-read text prior to reading aloud in front of peers
AUDITORY PROCESSING (GA)
In what areas might the student have difficulty?
READING
Acquiring phonics skills
Sounding out words
Using phonetic strategies
MATH
Reading word problems
WRITING
Spelling
Poor quality of writing
Note-taking
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Auditory Processing? (not an exhaustive list)
articulate clearly
read books that play with and manipulate letter sounds
VISUAL PROCESSING (GV)
In what areas might the student have difficulty?
READING
Orthographic coding (using visual features of letters to decode)
Sight word acquisition
Using charts and graphs within a text in conjunction with reading
MATH
Number alignment during computation
Reading and interpreting graphs, tables & charts
WRITING
Spelling sight words
Inconsistent size, spacing, position and slant of letters
Difficulty staying within margins or on lines
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Visual Processing? (not an exhaustive list)
explain visuals (charts, graphs, etc.)
limit distractors in personal space/classroom
copies of notes & study guides
teach organizational skills
oral directions rather than written (or in addition to written)
provide models and explain them (number line, algorithm, etc,)
ATTENTION
In what areas might the student have difficulty?
READING
Loses his or her place easily
Easily distracted while reading
Does not pick up on important details in text
MATH
Does not attend to math signs
Frequent mistakes on word problems
WRITING
Difficulty following timelines
Difficulty with lengthy assignments
LANGUAGE
May follow directions, but not completely or carefully
May forget what was just spoken by others
OTHER
Difficulty staying on task
Careless mistakes
Difficulty with organization
Difficulty completing an turning in work
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Attention? (not an exhaustive list)
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preferential seating
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establish relevancy or purpose
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provide concrete experiences
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chunk assignments
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provide frequent feedback
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increase reinforcement
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secure student attention prior to oral instructions
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limit distractors and provide breaks
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assign a position of leadership or responsibility to the student
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teach student to label folders/notebooks (completed work and work to be done
EXECUTIVE FUNCTIONING
In what areas might the student have difficulty?
READING
Sequencing when telling a story
Extracting important infornation
Drawing inferences from text
MATH
Sequencing/order of operations
Figuring out what is important when solving word problems
Difficulty with math signs
WRITING
Generating ideas
Sequencing events
Prioritizing events in a story
LANGUAGE
Loses train of thought when interrupted
Needs help processing what something feels/sounds/looks like
OTHER
Inflexible thinking (very concrete)
Self-Monitoring
Emotional control (inappropriate or over reactive response to a situation)
Trouble figuring out how much time a task require
STRATEGIES/ACCOMMODATIONS
What strategies might support the needs of a student with a deficit in Executive Functioning? (not an exhaustive list)
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use cues, abbreviations, or acronyms
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set timers and time limits
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prepare the student for shifts in activities and transitions that are about to occur
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use planners and calendars or other visual organizational aids
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explain yourself (inflexible thinkers need to know why something is happening or why there is a rule in place)