Arranging for a peer tutor to work with the student immediately upon his arrival in the classroom
Providing the student with a pre approved activity that he particularly enjoys as soon as he arrives in the classroom
Observing the student and providing positive feedback when he attends to the morning schedule
Creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately
Creating Philip's own curriculum to work on in the classroom while his peers are learning language arts
Pairing Philip with a peer tutor who can model for him appropriate classroom behavior
Providing Philip with multiple means and opportunities to feel successful using error less learning
Reducing Philip's current language arts workload until he feels comfortable in the general education classroom
Determining how often Alex has taken public transportation to evaluate his comfort level in this situation.
Beginning with a program of trial and error to determine Alex's level of independence in learning this task.
Establishing which of the sub skills of this task Alex can already perform.
Establishing where and when Alex would be using public transportation in order to limit training to these specific situations.
Engaging the brake on Sam's wheelchair.
Ensuring that each member of the transfer is able to lift 50 pounds.
Obtaining written permission from Sam's parents.
Asking Sam if he is ready to be moved.
Format the task to resemble a game.
Incorporate multisensory materials into the task.
Break down the task into discrete steps.
Involve the student in designing the task.
Incorporating into the instructional plan a computer software program for mathematics that uses sound effects and colorful graphics
Assigning a peer partner to assist the student during mathematics instruction
Suspending instruction and allowing the student to switch to a familiar mathematics activity at the first sign of frustration
Providing instruction that is immediately followed by a prompted correct respond and positive reinforcement
Encouraging all staff involved with the student to provide him with continuous praise for his academic efforts
Decreasing the student's participation in group activities that might invite self comparisons with classmates
Providing the student with repeated opportunities to achieve success through his own efforts
Encouraging the student to focus on improving one academic skill and demonstrating it for the class
A large tic-tac-toe board played with beanbags
A box with a variety of stacking blocks
A large tire swing with multiple seating spaces
A brightly colored textured or vibrating ball
Remind Joshua frequently to "hit the switch."
Program the switch with the correct gender voice.
Use physical cues to help Joshua remember to use the switch.
Program the switch with simple vocabulary and short sentences.
Practice discussion skills.
Observe and learn how words are spelled.
Engage in the practice of taking turns.
Speak and listen in a supportive environment.
Using a checklist to document the number of times students engage one another verbally.
Maintaining a portfolio of work for each student throughout the year.
Keeping journal reflections about students' daily interactions.
Having a weekly, informal conversation with each student.
Motivates the students to develop their language skills.
Enables the students to practice distinguishing emotions in a safe environment.
Promotes increased eye contact between the students playing the game.
Fosters cooperation and turn-taking between the students.
Having students practice the desired behaviors frequently with peers and adults
Taking students to a school event to observe appropriate greetings and peer interactions
Showing students a short video on acceptable greetings in various situations
Explaining to students in simple language how to effectively greet a friend or acquantance.
"Give Lee more opportunities to earn free time in class."
"Give Lee frequent verbal praise in class."
"Give Lee jobs like passing out papers or taking notices to the office."
"Give Lee more time than the other students to complete tasks."
Encouraging students to attend their IEP team meetings
Introducing students to successful adults with similar disabilities
Having students role-play scenarios that require them to express specific needs
Teaching students how to give and receive compliments appropriately
Their learning goals.
Independent living skills.
Their educational rights.
Asking the student's parents/guardians to reward his appropriate behavior with coins
Having the student create a poster for the classroom that depicts coins and their values
Having the student purchase supply items from the school store
Helping the student perform research online about the way coins are minted
Having students read picture books that demonstrate how fractions are used in building and design
Having students use mathematics manipulatives to demonstrate concepts related to fractions
Having students place the fraction cards in appropriate positions along a number line
Having students follow a cooking recipe that calls for the use of measuring cups and spoons.
Helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite
Contacting Edgar's parents and requesting that when he visits a restaurant, he practice ordering his own food
Providing Edgar with a variety of take-out menus and cooking magazines and having him match menu items to appropriate pictures
Developing a cooking lesson incorporating ingredients to make some of Edgar's favorite restaurant food items.
Graphing the number of times each student verbalizes one of the sight words during language arts
Checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom
Administering a weekly spelling test of the sight words to the students each week until each student obtains 100 percent
Encouraging parents/guardians to take their child into the community and note the number of times each sight word is identified
A speech-recognition system
A multipage flipbook with cues for initiating conversations
A TTY/TDD conversion modem
A communication board with speech output
Michigan Partners for Freedom
Michigan Alliance for Families
The ARC Michigan
Developmental Disabilities Institute
Taking initial steps in teaching Althea to tie her shoes
Providing an opportunity for Althea to show classmates how to button and unbutton the animal's sweater
Modeling for Althea how to button and unbutton one's own sweater
Asking Althea to draw a picture of the stuffed animal wearing the sweater
Timing how long it takes each student to prepare the sandwhich
Documenting the number of prompts needed for each student
Comparing each student's performance of skills to others in the group
Documenting the appearance of the sandwhich after each session
Respond well to being rewarded.
Enjoy changing their behavior patterns.
Have sufficient time during the school day to use rewards.
Want to share their rewards with classmates.