1. Use language to describe EVERYTHING. Use step-by-step instructions rather than saying, “Do it this way” and then showing how to do it. Though a picture is proverbially worth a thousand words, this learning disability means that instructors must use those thousand words when showing a picture or giving a physical demonstration. (“I shouldn’t have to tell you this”
will never apply!)
2. In social situations, spell out all expectations. Be concrete and specific. (“Obey me because I’m the parent,” is not specific!) Be explicit. Avoid figurative speech, slang, idioms, etc. (“I shouldn’t have to tell you this” will never apply!)
3. Provide direct verbal training in planning and organizing.
4. Communicate with parents (and/or therapist) on assignments, so that we can also help to improve planning and organizational skills.
5. Provide direct verbal training in writing essays. Continue to teach outlining and following an outline.
6. Communicate with parents (and/or therapist) on writing skills, so that we can also remediate.
7. Require the use of word processor for all essay-type assignments.
8. Avoid power struggles, threats, and punishment. Threats (such as “If you do this, then you will lose these privileges”) only serve to destroy a sense of hope. Instead, defuse the situation by moving child to a new location within the classroom, redirect attention through verbal methods, or -if possible- negotiate the problem verbally, using concrete and specific verbal instructions.
9. Recognize that apparent confusion and awkwardness are real and unintentional. In addition, much sarcastic or inappropriate behavior is the child’s own attempt at compensation for disabilities. If the assignment requires visual perception, organization of materials, organization of numerous complex ideas, or understanding of an overall social gestalt,
then inappropriate behavior may be his way of responding to a dilemma. With verbal explanation, the underlying dilemma might be solved.
10. Provide plenty of positive feedback whenever cooperation orconstructive work occurs in small-group assignments.
11. Place in a small group that has students who will be good rolemodels for cooperative assignments (if possible).
12. Encourage sharing of verbal information and strategic thinking in cooperative assignments.
13. Check often for understanding (in both academics and socialsettings). Do not rely on a yes or no answer.
14. In math, continue to provide assistance with aligning columns and calculating in columns. In science, provide additional explanation of figure captions (as needed).
15. Adhere to schedules. Provide plenty of warning whenever schedulewill change.
16. To the greatest extent possible, verbally teach conversationalstrategies that will improve nonverbal communication. That is, explain eye contact, tone of voice, loudness, distance of speaker, gestures, etc.
14. In math, continue to provide assistance with aligning columns and calculating in columns. In science, provide additional explanation of figure captions (as needed).
15. Adhere to schedules. Provide plenty of warning whenever schedulewill change.
16. To the greatest extent possible, verbally teach conversationalstrategies that will improve nonverbal communication. That is, explain eye contact, tone of voice, loudness, distance of speaker, gestures, etc.
17. Use the child’s remarkable verbal skills as the basis for learningnew material and new skills, especially remarkable memory skills, fund of information, strategic abilities, and logical reasoning.
18. Continue occupational therapy.