Learn specific strategies to work with children who have learning and or behavioral challenges in the classroom.

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1.Statistics
2.What’s changed
1.Technology
2.Households
3.Academic demands
4.Structured time
3.Interventions
4.Questions/Discussion

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• Most common diagnosis for school-aged children:
• ADHD (about 10%)
• Learning Disability (about 10%)
• Behavioral Disorder (about 7%)
• Anxiety Disorder (about 7%)
• Depression (about 3%)
• Autism (about 1 in 59 children)

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5. What’s Changed
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6. Kids Haven’t
Changed,
Everything Else
Has!
• Technology
• Academic
demands
• Parenting
• Structured vs.
free time
• households
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Interventions
• You have to do something
different
• Modify a test
• Implement a different
curriculum
• Keeping lots of data
Accommodations
• Removing barriers
• Extra time
• Changing seat
• Audiobooks

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• Preventing by Accommodating
• Post, review, reward and
consistently reinforce rules
• Use visuals
• Adjust workload
• Provide choices
• Getting started on HW at school
• Proximity control
The inability to
attend to that
which is
perceived as
“boring”

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• Preventing by Accommodating
• Allow and encourage movement
• Encourage activity before school
• Preview and pre-teach
• Build in breaks“Fire,
Ready,
Aim”

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• Intervening
• Help create plans for homework,
classwork and studying
• Use timers and stopping points
• Help children find what works
and what doesn’t
• Help children prioritize
Executive
Functioner =
Manager/Conductor

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• Accommodating
• Adjust difficulty level
• Preview, Review, Repeat
• Provide copies of notes
• Constantly check for
comprehension
• Allow think time
• Allow use of calculator
• Accommodating
• Allow students to write directly
on tests
• Provide samples of “A” work
• Provide examples on page
• Use word banks, multiple
choices
• Allow use of augmentative
technology
• Speech to text
• Text to speech

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• Use direct, explicit instruction
• Pre-teach vocabulary
• Activate prior knowledge
• Model and teach strategies
• Think alouds
• Stop and think points
• Graphic organizers
• Active reading

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• Use manipulatives
• Model problem solving by thinking aloud and using
visuals
• Convert story problems to visual representations
• Teach mnemonic devices (i.e., PEMDAS)
• Use repetition of facts

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• Use “good” examples of work
• Teach and encourage use of graphic organizers
• Model brainstorming for generation of ideas
• Use of sentence starters, common phrases, word banks
• Use of proofreading strategies (i.e., COPS)
• Develop templates for different styles of writing

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• The 3 “C’s”…cool, calm and consistent!
• Take it outside (don’t get into a power struggle)
• Positive reinforcement works better than punishment, it’s
science!
• Forced choices (“this or that, if you can’t choose, I will”)
• Give better options (i.e., go for walk, talk outside, be alone,
etc.)
• Catch them doing the right thing

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• Can look like something else (ADHD, Behavioral Disorder,
Autism)
• These children need the 3 “C’s” as well (cool, calm and
consistent)
• Breaking down larger assignments and projects
• “Relax” breaks
• Support people (i.e., friend, counselor, specials teacher, Rabbi,
etc)
• Accommodate
• Extra time
• Flexible seating

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• Routines, consistency and rules
• Outlines and itinerary for the day
• Multisensory instruction (i.e., videos, charts, pictures, etc.)
• Sensory accommodations (i.e., fidgets, headphones, quiet
areas, etc.)
• Explicitly teach unspoken rules of comprehension
• Think aloud
• Connect the dots
• Explain the “gray” area

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• https://www.interventioncentral.org/
• https://intensiveintervention.org/
• http://www.nasponline.org/resources-and-publications/families-
and-educators
• https://ies.ed.gov/ncee/wwc/

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• http://fcrr.org/
• http://wsascd.org/downloads/Active_Reading_Strategies.pdf
• http://www.readingrockets.org/

20. David Krasky, Psy.S.
Licensed School Psychologist SS989
davidkrasky@gmail.com
954-385-4696
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