great minds don’t think alike · great minds don’t think alike understanding behavioral and...
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Great minds don’t think alike
Understanding Behavioral and Academic Interventions
4 Goals:Basic Understanding of Executive Function
The foundation of an InterventionOne new thing to try with your students
Support for Parents
THINK long-termAs educators, often in our intervention strategies we think about the short term (semester goals or the school year) goals, but we need to think of long-term,lifelong goals for our students.
ABILITYWrite the word “Ability” with your preferred hand and show your neighbor what it looks like.
Now write the word “Ability” with your non-preferred hand and show it to your neighbor.
When students struggle … Area 1 = Response Inhibition
Area 2 = Working Memory
Area 3 = Emotional Control
Area 4 = Sustained Attention
Area 5 = Task Initiation
Area 6 = Planning/Prioritization
When students struggle … Area 7 = Organization
Area 8 = Time Management
Area 9 = Goal-directed Persistence
Area 10 = Flexibility
Area 11 = Metacognition
Definition of terms• Universal services: systems-level or classroom level programs directed at all
students and designed to meet the academic and social-emotional needs of most students.
• Targeted interventions: for the 10-20 percent of students for whom universal supports are insufficient. May include small group interventions.
• Intensive interventions: for the 1-7 percent of students with chronic and more severe problems. Highly individualized, often involves collaboration of parents, teachers, students, and other agencies.
Universal Level: ▪ Establish classroom routines to address executive skills such as
organization, working memory, planning, time management.
▪ Teach classroom rules to address executive skills such as response inhibition, emotional control, flexibility--post prominently, review frequently, and practice following the rules.
▪ Establish class-wide and school-wide monitoring and feedback systems (e.g., Power School).
▪ Embed metacognitive questions into instruction.
Whole Class ModificationsTask domain/Executive skills Classroom supportBehavior managementResponse inhibitionEmotional control
• Post classroom rules• Review rules frequently• Model and practice rule-following
Promoting problem solving and independenceMetacognitionFlexibilityGoal-directed persistence
• Build in choice or self-directed study in assignments
• Use conflict mediation• Teach problem solving for both social
and academic problems
Whole Class ModificationsTask domain/Executive skills Classroom supportManaging classroom assignmentsTask initiationSustained attentionWorking memory
Ensure students:•Start promptly•Complete on time•Hand in when done
Managing homeworkTask initiationWorking memoryMetacognitionTime management
Ensure students:•Write down assignments in assignment book•Understand assignments•Bring home necessary materials to do homework•Hand in assignments on time
Dr. Gardner’s theory of MUltiple Intelligencest
What do I do to help?Your questions? Specific Cases?
Materials adapted from Peg Dawson’s book Smart but Scattered.
Access to Freddie’s Toolbox on the Google Drive
Reference: http://developingchild.harvard.edu/