Climbing stairs using alternating feet
Kicking a stationary ball forward
Riding a tricycle
Sustaining focused attention
Indicating distress or anxiety
Responding when called by name
Demonstrating feelings of affection
Ability to use his or her other sensory modes.
Motivation to bond emotionally with his or her caregivers.
Ability to communicate his or her basic physical needs.
Motivation to explore his or her environment.
Ringing in the ears
Increase in appetite
Numbness in hands and feet
Spelling key vocabulary from a book
Describing an event from a chapter in a book
Taking a turn reading aloud from a book
Remembering the name of a character in a book
A defeated attitude
A sense of entitlement
Symptoms of anxiety
Communication with her boss
Transportation to her job
Crying when the child hurts himself or herself
Buttoning his or her jacket
Jerking when he or she is startled
Recognizing his or her sibling
Use common social conventions such as saying "goodbye."
Remember the name of a favorite teacher.
Follow a routine that occurs every day in the classroom.
Transfer a learned skill to a new situation.
What was the etiology of the student's disability?
Where has the student received prior services?
What is the student currently able to do?
When was the student's disability diagnosed?
Instruction in learning strategies that promote self-reliance.
Immediate assistance whenever they seem uncertain.
Assignments that can be accomplished with minimal effort.
External rewards for answering questions correctly.
Acquiring personal interests
Developing emotional attachments
Understanding social rules
Forming likes and dislikes
Classmates' willingness to include everyone in recess activities.
The student's ability to learn rules and skills involved in the activities.
The student's difficulties with balance, locomotion, and manual dexterity.
Adult's ability to effectively monitor student safety during recess.