Following Directions Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Explicit Instruction in self- monitoring Time delay strategies Increased wait time Differential reinforcement Advance organizers System of least prompts Verbal prompts and cues Modeling through role playing Paraphrasing Explicit Instruction in how to use self-talk Endless loop tape Mnemonics strategies Agenda or outline of the assignments for Direct instruction using advanced each day organizers Oral directions combined with pictures, Video self-modeling or diagrams Instruction in use of SAS: Description of critical features when (name/document specific aid) watching a demonstration Directions that are repeated or simplified Step-by-step instructions outlined in writing or in picture sequences Assistance from peer Cueing System with visual description of expected behaviors or the criteria Alternate modes for directions including pictures, photos, etc. Contracts Oral presentation of materials Visual supports Clarification of directions (paraphrase, summarize) Other: of Work Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Modeling how to respond to verbal Checklists prompts and cues Use of timer Scaffolded Instruction in self-monitoring Schedule strategies Pictorial representation of task Differential reinforcement Audio stimulation to support rhythmic Modeling using role playing pace (music) Instruction in use of SAS: Repeated practice (name/document specific aid) Assistive technology Other: Work systems Extended time Reduced of lighting
Following Directions Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Explicit Instruction in self- monitoring strategies Differential reinforcement System of least prompts Modeling through role playing Explicit Instruction in how to use self-talk Mnemonics strategies Direct instruction using advanced organizers Video self-modeling Instruction in use of SAS: (name/document specific aid) Time delay Increased wait time Advance organizers Verbal prompts and cues Paraphrasing Endless loop tape Agenda or outline of the assignments for each day Oral directions combined with pictures, or diagrams Description of critical features when watching a demonstration Directions that are repeated or simplified Step-by-step instructions outlined in writing or in picture sequences Assistance from peer Cueing System with visual description of expected behaviors or the criteria Alternate modes for directions including pictures, photos, etc. Contracts Oral presentation of materials Visual supports Clarification of directions (paraphrase, summarize) Other: of Work Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Modeling how to respond to verbal prompts and cues Scaffolded Instruction in self-monitoring strategies Differential reinforcement Modeling using role playing Instruction in use of SAS: (name/document specific aid) Other: Checklists Use of timer Schedule Pictorial representation of task Audio stimulation to support rhythmic pace (music) Repeated practice Assistive technology Work systems Extended time Reduced of lighting