CLASSROOM INTERVENTION STRATEGIES

ENVIRONMENT ACCOMMODATIONS Preferential Seating: seat child by teacher's desk, by a student who is an appropriate peer model, seat child so his/her back is to group, move away from window, move away from door Provide a study carrel. Assign the student to an another area of the classroom for short periods. hange classroom and/or schedule. hange grouping. Alter location of personal or classroom supplies for easier access or to minimi!e distractions. "et child work on the floor, standing up, different location in the classroom, in resource or other supervised room. ORGANIZATION STRATEGIES Set time e#pectations for assignments. Set time limits using timer. Alter time to complete task or take tests. $rgani!e a notebook or provide folder to help organi!e work. Provide cues such as clock faces, a timer, a %minute& hour glass, etc. indicating beginning and ending times. 'stablish systems for recording assignments and grades (i.e., assignment sheet, notebook), calendar for long range assignments. Provide peer tutor for student. Provide tests in segments (blocking) so that students hand in one segment before receiving the ne#t part. *ighlight main ideas and supporting details in the book (i.e., use color codes, critical ideas in red, key vocabulary in green, specific names and events in blue). +each S,-. strategy. lear off desk e#cept for current assignment, reduce paper distraction. / reate a silent signal for self (student holds up sign). Provide consistent routine and structure. PRESENTATION STRATEGIES +ape sessions so that the student can listen again (for home or school). 0ive both oral and visual instruction for assignments. Provide immediate correction of errors. 1ary the method of lesson presentation: "ecture accompanied by visual input and representation of ideas. Small group/large group/cooperative learning. / 2se audio3visual materials. Peer tutors or cross age tutors (take notes, monitor assignment, read aloud, listen). 4emonstrations. '#periments Simulations. 0ames. 5nstruction with other adult 2se manipulatives. Provide visual or memory aides (i.e., number line formulas, pictures, charts, use graph paper for aligning 6athematics problems). Provide 7uestions at the end of sentences/paragraphs to help focus on important information. Provide for oral testing. Ask student to repeat directions/assignments to ensure understanding. Arrange for a mentor to work with student in area of strength or interest. 2tili!e library, other resources. Assign research to individual or small group. Provide opportunities for child to get e#posure to content materials until he gains independence (read or use software program to read to student, listen to discussion).

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STRATEGIES FOR ACCOMMODATING/MODIFYING ASSIGNMENTS Provide copies of material for e#tra practice (i.e., outlines, study guides). .e7uire fewer drill and practice activities: reduce assignments. '#tra time to complete assignments. Show student e#act paragraphs where the information can be found if necessary. *ighlight important parts that student overlooks (ie. ; vs. < signs if child forgets to switch operations) .etake tests for improved grade. 0o over answers orally before assigning page to complete independently. .ead aloud to student so that he/she has access to stories beyond his/her reading level. Scribe for student in order to catch him/her up or to prevent frustration. Allow student to complete written work on computer for feedback from spelling/grammar s7uiggle lines. .educe spelling list to = or 8> words. Student can still write all words for test so it looks the same as peers but score comes from designated words and other words are not marked at all. *ome reading at reading level, can be transported in folder so other kids don?t focus on the reading level. MOTIVATIONAL/REINFORCEMENT STRATEGIES heck papers by showing 's for correct and record positive score. Provide immediate reinforcement of correct response. Send home daily progress reports. @re7uent communication with parents. Aeep graphs and charts or calendar of student's progress.

E!AVIORAL STRATEGIES 4iscuss the student's behavior in private. onference with the student's parents (and student as appropriate). onference with the student's other teachers. onference with the student's counselor. onference with the principal. onference with resource educator. 'stablish a home/school communication system for behavior monitoring. Post rules and conse7uences for class behavior. 6ake privileges and conse7uences contingent upon behavior. Break down/identify small steps of behavior to change. Crite a contract for student behavior. 5gnore inappropriate behavior. 0ive nonverbal signals/prompts to monitor behavior (i.e., hand signals, winks, etc.). 0ive verbal cues/prompts to monitor behavior (i.e., Dslow downD, D7uietD). 6ove closer to the student to monitor behavior. 'stablish list of reinforcers (menu) for student selection. $ffer social reinforcers (praise, hugs, winks) for appropriate behavior. $ffer activity reinforcers (e#tra recess, free time) for appropriate behavior. 5mplement a token or point system (to address a variety of behaviors). Assign the student as a peer tutor. Assign the student correct behavior to make restitution for inappropriate behavior. (cleaning desk tops for defacing desks). Assign the student sessions to practice appropriate behavior. Allow the student to move to another location in the room to regain control (student initiated). Allow the student to leave the room to regain control (student initiated). +ell the student to put his head down for short periods at his seat (teacher initiated). +ell the student to move to a specific area in the classroom (teacher initiated). +ell the student to leave the room to go to assigned area (teacher initiated). +ake away school privileges for misbehavior (recess, lunch, assemblies). Assign minutes after school for misbehavior (detention). Put student on daily/weekly progress report. Aeep graphs and chart student progress. 5mplement self3recording of behaviors.
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