Area of Concern Accommodations Inappropriate responses Seat student in close proximity to teacher so that visual and physical in class often blurted out; monitoring of student behavior can be done by the teacher. State answers given to questions behavior that you do want (tell the student how you expect him to before they have been behave). completed Agitation under pressure Stress effort and enjoyment for self, rather than competition with and competition (athletic or others. academic) Minimize timed activities; structure class for team effort and cooperation. Inappropriate behaviors in Find the student a responsible job (e.g., team captain, care and a team or large group sport distribution of the balls, scorekeeping, etc.); consider leadership or athletic activity (difficulty role. waiting turn in games or group Have student in close proximity to teacher. situations) Frequent involvement in Anticipate dangerous situations and plan for in advance. physically dangerous activities Stress Stop-Look-Listen. without considering possible Pair with responsible peer. (Rotate responsible students so that they consequences don’t wear out!) Poor adult interactions Provide positive attention. Defies authority Talk with student individually about the inappropriate behavior Sucks up (What you are doing is…, A better way of getting what you want or Hangs on need is…). Frequent self-putdowns, poor Structure for success. personal care and posture, Train student for self-monitoring, reinforce improvements, teach self- negative comments about self questioning strategies (What am I doing? How is that going to affect and others, low self-esteem others?) Allow opportunities for the student to show his/her strength. Give positive recognition. Difficulty using unstructured Provide student with a definite purpose during unstructured time recess, hallways, activities (The purpose of going to the library is to check out…, the – lunchroom, locker room library, purpose of…is…). assembly Encourage games and participation (organized school clubs and activities). Losing things necessary for Help student organize. Frequently monitor notebook and dividers, task or activities at school or pencil pouch, locker, book bag, desks. A place for everything and at home (e.g., pencils, books, everything in its place. assignments before, during Provide positive reinforcement for good organization. and after completion of a given Provide student with a list of needed materials and their locations. task)
Area of Concern Accommodations Inappropriate responses in class often blurted out; answers given to questions before they have been completed Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can be done by the teacher. State behavior that you do want (tell the student how you expect him to behave). Agitation under pressure and competition (athletic or academic) Stress effort and enjoyment for self, rather than competition with others. Minimize timed activities; structure class for team effort and cooperation. Inappropriate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations) Find the student a responsible job (e.g., team captain, care and distribution of the balls, scorekeeping, etc.); consider leadership role. Have student in close proximity to teacher. Frequent involvement in physically dangerous activities without considering possible consequences Anticipate dangerous situations and plan for in advance. Stress Stop-Look-Listen. Pair with responsible peer. (Rotate responsible students so that they don’t wear out!) Poor adult interactions Defies authority Sucks up Hangs on Provide positive attention. Talk with student individually about the inappropriate behavior (What you are doing is…, A better way of getting what you want or need is…). Frequent self-putdowns, poor personal care and posture, negative comments about self and others, low self-esteem Structure for success. Train student for self-monitoring, reinforce improvements, teach self- questioning strategies (What am I doing? How is that going to affect others?) Allow opportunities for the student to show his/her strength. Give positive recognition. Difficulty using unstructured time – recess, hallways, lunchroom, locker room library, assembly Provide student with a definite purpose during unstructured activities (The purpose of going to the library is to check out…, the purpose of…is…). Encourage games and participation (organized school clubs and activities). Losing things necessary for task or activities at school or at home (e.g., pencils, books, assignments before, during and after completion of a given task) Help student organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A place for everything and everything in its place. Provide positive reinforcement for good organization. Provide student with a list of needed materials and their locations.
iep_504resource.docx