Our Mission — To foster an enriched ECE-12 system where learners of varying abilities thrive according to their unique strengths.
| Fails to give close attention |
| Makes careless mistakes in schoolwork or other acitvites |
| Has difficulty sustaining attention in tasks or play activities |
| Has difficulty organizing tasks and activities |
| Does not follow through on instructions and fails to finish schoolwork or chores |
| Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort |
| Loses things necessary for tasks or activities (e.g., assignments, pencils, books, or tools) |
| Distracted by extraneous stimuli |
| Is forgetful in completing daily activities |
| Rushes through assignment with no regard to accuracy or quality of work |
| Begins assignments before receiving directions |
| Is easily distracted by auditory and visual stimuli |
| Does not turn in homework assignments |
| Frequently does not complete in-class assignments |
| Frequently unable to follow written/oral directions |
| Has little or no interaction with others |
| Requires eye contact in order to listen |
| Frequently is disorganized |
| Does not remain on task (daydreams) |
| Has limited memory skills |
| Often fails to generalize knowledge |
| Frequently fails screening tools or quizzes |
| Fidgets with hands or feet or squirms in seat |
| Leaves seat in classroom or in other situations in which seating is expected |
| Runs about or climbs excessively in situations where it is inappropriate |
| Has difficulty playing or engaging in leisure activities quietly |
| Frequently on the go or acts as if “driven by a motor” |
| Talks excessively |
| Blurts out answers before questions have been completed |
| Has difficulty awaiting turn |
| Makes unnecessary physical contact |
| Interrupts or intrudes on others (e.g., in conversations or games) |
| Appears to be socially immature |
| Bothers other students who are trying to work, listen, etc. |
| Makes inappropriate comments or unnecessary noises in the classroom |
| Tends to overreact to situations |
| Frequently does not work independently |
| Often not accepted by others |
| Frequently has no concept of time |
| Frequently does not keep track of assignments |
| Does not respond appropriately to environmental/social cues |
| Is easily angered, annoyed, or upset |
| Has coordination difficulty—falls, trips, etc. |
| Has difficulty retrieving information |
| Often shifts from one activity to another |
| More information | |
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| REDUCE DISTRACTIONS | |
| Use study carrels | |
| Check lighting and noise levels |
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| Remove unnecessary materials from student desk |
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| Position student out of classroom traffic flow |
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| Provide assignment notebook |
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| Have extra classroom supplies (pencils, pens, etc.) available for students | |
| Seat student next to supportive peers and away from distractions |
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| IMPROVE FOCUS | |
| Ask the student occasionally what time it is or what subject s/he has next |
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| Use a visual timer to help student anticipate time left to complete assignment |
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| Stand by his/her desk as often as possible when talking to the class |
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| Use fly swattter to focus on one word or phrase | |
| Stay close to the student in large areas of confusing situations (e.g., fire drills, assemblies) |
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| Set up a system of inconspicuous, prearranged signals to help the student |
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| Teach student to self-evaluate targeted behavior using tally marks or checklists |
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| Provide student with a written checklist of expectations—only essential concepts |
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| Establish eye contact; touch shoulder, use name and proximity when giving instructions |
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| Give one part of a sequence of tasks at a time |
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| Use “hands-on” materials and manipulatives |
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| Have the student retell instructions to ensure understanding |
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| Underline key words and use colored paper for markers in reading |
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| Teach self-talk skills, i.e., “I will try” and “I can walk down the hall quietly” |
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| Teach students to visualize and describe appropriate behavior |
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| Be animated, theatrical, and responsive |
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| Intersperse low with high interest tasks |
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| Use background music—it helps to block out other noise |
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| Block or chunk assignments into time or productive segments—have child work in six 5-minute segments instead of one 30 minute segment |
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| Alter assignments |
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| PROVIDE POSITIVE MOVEMENT | |
| Send student on an errand before s/he has reached frustration point |
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| Allow student to work in various positions—standing, sitting, kneeling, etc. | |
| Use alternative types of seating | |
| Allow student to have an object to manipulate, i.e., stress ball | |
| Provide movement between activities |
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| Allow students to use exercise bands | |
| Use in-class games and movement for review | |
| Provide breaks and opportunities for controlled movement (e.g., sharpening pencils and running errands) |
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| PROVIDE STRUCTURE | |
| Encourage independence/self-management |
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| Use rewards and contracts to teach and enforce on-task behavior | |
| Frequently review posted class rules and routines |
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| Prepare students for approaching transitions | |
| Plan ahead—teacher organization and preparation facilitate student success |
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| Keep directions simple and clear |
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| Create a behavior management system | |
| Use "help" paddles rather than calling out | |
| Establish a routine |
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| Give parents a set of books for home use | |
| Use clear, simple language, and repeat instructions frequently |
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| Be consistent with routine (structure) and consequences |
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| Define expectations in advance |
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| Offer limited choices of materials and/or activities |
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| Allow cursive handwriting or printing |
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| Extend time limits |
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| Anticipate problems-be proactive |
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| Set up a buddy system |
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| Use small groups and cooperative learning |
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| Use contracts | |
| Provide the student with strategies for learning and organization |
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| Encourage goal setting and mastering challenges (daily, monthly, etc.) |
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| Teach students to “DeBug” | |
| CULTIVATE A POSITIVE MINDSET | |
| Empower students to use down time as needed |
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| Seek student input to resolve problematic behaviors |
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| Be aware of student allergies |
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| Don’t punish by excluding student from preferred and/or movement activities |
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| Communicate unconditional acceptance |
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| Focus on student’s abilities rather than disabilities |
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| Give genuine praise and emphasize the positive |
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| Provide immediate and frequent feedback |
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| Stay flexible |
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| Ignore minor behaviors and attend to positive behaviors |
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| Stay calm |
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| Practice forgiveness |
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| Have a back-up plan to relieve teacher stress |
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