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Prerefferal Intervention Strategies Table of Contents I.
General Academic Skills
1. Is
disorganized…………………………………………………
p6 2.
Has limited memory skill………………………………………
p6
3.
Does not perform academically at his/her ability level..............
p7
4. Requires
repeated drill and practice……………………………
p7 5.
Has difficulty understanding abstract
concepts………………………………………………………... p7
6. Needs oral directions and
questions
frequently repeated……………………………………………..
p8 7.
Demonstrates difficulty with visual
memory…………………………………………………………
p8 8.
Demonstrates difficulty with auditory memory………………...
p9 9.
Has difficulty with directionality……………………………….
p9 10.
Has difficulty concentrating…………………………………..
p9 11.
Fails to demonstrate logical thinking………………………….
p10 12.
Demonstrates visual perception problems…………………….
p10
13. Fails to generalize
knowledge from one situation to
another…………………………………………………………
p10 14.
Remembers information one time but not the
next…………………………………………………………….
p10 15.
Requires slow, sequential, substantially broken-down
presentation of concepts…………………………………….…
p11 16.
Fails to remember sequences…………………………………
p11 17.
Does not follow verbal directions……………………………
p11 II.
Speech, Language and Communication Skills
1. Is
unsuccessful in activities requiring
listening………………………………………………………
p13 2.
Has limited speaking vocabulary………………………………
p13 3.
Speaks dysfluently……………………………………………
p13 4.
Does not complete statements or express ……………………
p14 III.
Reading Skills
1. Has
difficulty comprehending what is read…………………..
p16 2.
Does not finish assignments because of reading difficulties…
p16 3.
Fails to demonstrate word attack skills or
recognize words on grade level……………………………….
p17 4.
Has difficulty with sound-symbol relationships……………...
p17 5.
Omits, adds, substitutes or reverses letters, words
or sounds when reading……………………………………….
p18 6.
Reads words correctly in one context but not in another…… ..
p18 7.
Does not read independently…………………………………..
p18 8.
Understands what is read aloud but not what is
read silently……………………………………………………
p19 IV.
Writing Skills
1. Is
unable to copy letters, words, sentences and numbers from
one source to another…………………………………………
p21 2.
Fails to use capitalization & punctuation correctly when
writing………………………………………………………
p21 3.
Reverses letters and numbers………………………………..
p21 4.
Does not use complete sentences in writing…………………
p21 5.
Fails to organize writing……………………………………...
p22 6.
Fails to use spelling rules…………………………………….
p22 V.
Math Skills 1.Has
difficulty solving math word problems………………….
p24 2.
Does not remember math facts………………………………
p24 VI.
Behavior
1. Perseverates-does
the same thing over and
over……………………………………………………….
p26 2.
Does not complete assignments during class time……..
p26 3.
Does not turn in homework………………………….….
p26 4.
Does not perform assignments independently…………
p27 5.
Does not remain on task…………………………………
p27 6.
Rushes through assignments……………………………
p27 7.
Makes inappropriate comments or unnecessary
noises in the classroom………………………………….
p28 8.
Fights with other students………………………………
p28 9.
Makes inappropriate comments to teachers…………..
p29 10.
Does not respond to praise or recognition……………
p29 11.
Is easily angered, annoyed, or upset………………….
p29 12.
Behaves impulsively, without self-control……………
p30 13.
Moves about unnecessarily……………………………
p30 14.
Lies, denies, exaggerates, distorts the truth………….
p31 15.
Demonstrates inappropriate behavior in a large
academic group setting………………………………..
p31 16.
Is not accepted by other students……………………
p31 17.
Bothers others……………………………...……..…..
p32 18.
Ignores the consequences of his or her behavior…...
p32 19.
Cheats…………………………………………………
p32 20.
Needs immediate rewards/reinforcement…………..
p32 I. General
Academic Skills Is
disorganized… □
Assign a peer to make certain the student has all materials for the task □
Provide time throughout the day for the student to reorganize □
Provide storage space for materials the student is not using at a
particular time or minimize the materials to be kept in the student’s desk □
Have the student maintain an agenda signed daily by the student and
parent with all assignments □
Provide an organizational checklist for classroom work routines □
Assign the student organizational responsibilities within the classroom □ Communicate
with parents in order to share information
concerning the student’s progress to
encourage
reinforcement of organizational skills at home Has
limited memory skills… □
Use multiple modalities when presenting directions, explanations, and
instruction □
Teach the student to organize information into smaller units □
Have the student highlight or underline important words in directions,
assignments, or word problems □ Use concrete examples and
experiences □
Relate the information to the student’s previous experiences □
Make certain the student is attending to information □ Have the student
repeat/paraphrase information □
Provide environmental cues and prompts for steps to follow □ Make certain the student has
meaningful and multiple
opportunities to master a task □
Have the student play word games and memory games Does
not perform academically at his/her ability level… □
Structure the environment so that the student has an increased
opportunity to seek assistance □ Interact
frequently with the student □ Provide or post
self checking materials □
Use multiple modalities when presenting directions, explanations, and
instruction □ Assignments
read orally □
Tape record assignments so the student can listen to the question at
his/her pace □
Allow/require the student to make corrections to an assignment that has
been checked once □ Modify academic
tasks in format, requirements, length, etc Requires
repeated drill and practice… □ Reduce
competitive activities □
Have the student highlight or underline important words in directions,
assignments, or word problems □ Allow
alternative versions of the assignments Has
difficulty understanding abstract concepts… □ Use concrete examples □
Use a scale, ruler, measuring cups etc. to teach abstract concepts about
measurement □
Use actual change and dollar bills, clocks etc. to teach abstract
concepts about money and telling time □
Make certain the student is attending to information □
Be certain to relate what the student has learned in one setting to other
situations (vocabulary words pointed out in reading, math problems, story
writing, etc.) Needs
oral directions and questions frequently
repeated… □
Present oral questions and directions in a variety of ways □
Stand closely to the student when delivering oral questions and
directions □ Deliver
questions and directions in written forms □
Provide a signal prior to delivering directions orally □
Make certain the student is attending to information □ Have the student repeat/paraphrase
information □ Give the student one task to
perform at a time □
Assign a peer to deliver information on a one to one basis □
Call the student by name or make certain to establish eye contact with
the student when presenting information Demonstrates
difficulty with visual memory… □
Remind the student of the situation in which the material was originally
presented (“Remember yesterday when we talked about…”) □
Provide verbal information with visual information □ Have the student employ
concentration games □
Provide the student with written directions and lists □
Use multiple modalities when presenting directions, explanations, and
instruction □ Reduce the
amount of information on a page □
Highlight or underline important information the student reads Demonstrates
difficulty with auditory memory… □
Provide the student with more than one source of directions,
explanations, instructions □
Provide visual information to support information received auditorily □
Provide the student with written rules, directions, lists □
Tell the student what to listen for before delivering auditory
information □
Be certain the auditory information is presented slowly enough and with
clarity □ Have the student
repeat/paraphrase information □
Use multiple modalities when presenting directions, explanations, and
instruction □
Make certain the student is attending to information □
Provide visual information to support information presented auditorily □ Make certain the student has
meaningful and multiple
opportunities to master a task Has
difficulty with directionality… □
Have the student practice following directions on paper (Instruct them to
mark in the right, left, middle, etc) □
Teach north, south, east, west by using the classroom, playground, school
building □
Use concrete examples and experiences when teaching directionality □
Label strips of paper left and right to be worn as armbands Has
difficulty concentrating… □
Make the subject matter meaningful to the student □
Structure the environment to eliminate distracting stimuli □ Break down
larger tasks into smaller tasks □
Try various groupings to determine the situation in which the student can
concentrate most easily □
Present assignments in small amounts (10 problems) □
Seat the student close to the source of information Fails
to demonstrate logical thinking... □
Provide the student with problem solving situations which require logical
thinking □
Read short stories without endings and develop logical endings for the
stories □
Make certain the student is attending to information □ Have the student
repeat/paraphrase information Demonstrates
visual perception problems… □
Have the student complete partially drawn figures, words, numbers, etc □
Have the student complete puzzles or reproduce designs □ Reduce the
amount of information on a page □
Highlight or underline important information the student reads Fails
to generalize knowledge from one situation to another…
□ Use analogies and categorizing
activities □
Deliver instructions by using examples of relationships □
Call attention to situations in the classroom which generalize to more
global situations □
Be certain to relate what the student has learned in one setting to other
situations (vocabulary words pointed out in reading, math problems, story
writing, etc.) □ Use real life writing and
activities □
Provide an explanation of why he/she is learning particular information □
As soon as the student learns a skill, have them apply it to a real life
situation Remembers
information one time but not the next… □ Have the student repeat/paraphrase
information □
Make certain the student is attending to information □ Make certain the student has
meaningful and multiple
opportunities to master a task □
Be certain to relate what the student has learned in one setting to other
situations (vocabulary words pointed out in reading, math problems, story
writing, etc.) □
Teach the student to rely on resources in the environment to recall
information □
As soon as the student learns a new skill, apply it to other situations Requires
slow, sequential, substantially broken-down presentation of concepts… □ Have the student repeat/paraphrase
information □
Give the student short, clear and concise instruction □
Make certain the student is attending to information □ Place the student near the source
of information □ Reduce
distracting stimuli □
Highlight or underline important information the student reads □
Use demonstrations along with presentation of information Fails
to remember sequences… □ Break the task
into smaller units □ Provide
environmental cues and prompts □
Teach him/her to rely on environmental resources and cues □ Use mnemonic devices or
associative cues Does
not follow verbal directions… □ Provide clearly
stated verbal directions □ Interact
frequently with the student □ Assign a peer
to help student with directions □ Have the student
repeat/paraphrase information □
Use multiple modalities when presenting directions, explanations, and
instruction □ Reduce verbal
directions to steps □ Deliver a
signal before assigning directions □ Present
directions both visually and auditorily □
Maintain close proximity to the student when giving directions II.
Speech, Language and Communication Skills Is
unsuccessful in activities requiring listening… □
Seat the student close to the source of information □
Make certain the student is attending to information □
Deliver a signal prior to directions or explanations □
Make certain competing sounds are not interfering □ Maintain close proximity to the
student □
Call the student by name prior to directions, explanations etc. □ Deliver directions to the student
individually □ Present one concept at a time Has
limited speaking vocabulary… □ Label and talk about objects in
the classroom □ Use hands-on or act out
vocabulary activities □
Maintain a vocabulary word notebook for the student □
Prepare the list of new words he/she will encounter in an assignment to
be reviewed prior to completing the assignment □
Read aloud or assign a volunteer tutor to read aloud to the student □
Teach new vocabulary within the context of known categories or
associations □ Give the student a “word of the
day” □
Send home new vocabulary words and discuss with parents how to reinforce
these skills at home □
Provide reduced number of words for weekly tests to encourage success;
gradually increase the number to be learned Speaks
dysfluently… □
Have the student practice techniques for relaxing □
Encourage the student to maintain eye contact during all speaking
situations □ Allow the
student ample opportunity to speak □
Remind the student to slow down if they are speaking too rapidly □
Try to give him/her your undivided attention so he/she will not feel
rushed □
Do not interrupt or finish the sentence for him/her □ Model slow,
easy speech □
Use a private cue to encourage the student to answer questions at a slow
pace □ Reduce the
emphasis on competitive activities. □ Provide social
and academic successes Does
not complete statements or express complete
thoughts when speaking… □
Allow the student to speak without being interrupted or hurried □ Reduce
competitive activities □ Demonstrate
acceptable and unacceptable speech □
Make sure he/she understands the concept of a complete sentence □
Use a private signal to speak in complete sentences □
Provide the student with a topic and have him/her make up complete
sentences about it □
When speaking privately, restate his/her incomplete sentences to have
him/her the opportunity to identify it as incorrect □
Ask questions to stimulate language instead of yes/no questions □
Ask the parents to encourage the student to speak in complete sentences
at home □ Encourage
verbal output III. Reading Skills Has
difficulty comprehending what is read… □
Make certain he/she is reading material on his/her level □ Reduce
distracting stimuli □
Pre-record the reading material and have him/her listen to it and read it
simultaneously □
Have him/her read ahead on a subject to be discussed in class □ Assign a peer
tutor □
Maintain close proximity to the student while he or she is reading □ Link reading with previous
experiences □ Have them verbally paraphrase
material □
Make certain the student is attending to information □
Highlight or underline important information the student reads □ Provide high
interest materials □ Reduce
competitive activities □
Write letters and notes to the student or assign a pen pal for real life
comprehension activities □
Reduce the amount of material to be read at one time
; gradually increase it □ Reduce the
amount of information on a page □
Have the student use a highlighter to highlight the facts requested by
the teacher Does
not finish assignments because of reading difficulties… □
Make sure the reading demands are within his/her ability level □ Assign a peer
tutor □
Have the student repeat/paraphrase information or directions □ Read directions and questions
aloud □ Shorten the
length of assignments □ Provide
additional time to complete assignments □
Maintain close proximity to offer assistance to the student □
Seat the student close to the source of written information □ Reduce
competitive activities □
Tape record material for the student to listen to and read simultaneously □ Emphasize
comprehension instead of speed □ Provide high
interest reading materials □ Reduce the
amount of information on a page Fails
to demonstrate word attack skills or recognize words on grade level… □ Use a peer tutor to review sight
word vocabulary □
Make certain they develop an awareness of hearing sounds in relation to
where they come in the word □ Draw attention to letter
combinations in words □ Provide high
interest materials to read □
Practice word attack skills that relate to high interest reading
activities □
Make certain the student can identify and produce individual vowel
sounds, both long and short □
Involve parents and provide information to reinforce vowel sounds and
phonemic awareness skills at home □
Create a list of weekly words to be reinforced at home □
Modify or adjust reading materials to the student’s ability level □ Provide a
variety of leveled reading materials □
Make certain the student is practicing reading skills in real life, high
interest activities □ Have the student read aloud daily □ Reduce the
amount of information on a page Has
difficulty with sound-symbol relationships… □
Practice daily the sound-symbol relationships he/she does not know □
Provide the student with sound and have him/her write the letters that
make the sound □ Assign a peer
tutor □
Provide the student with a desktop chart of sounds □
Make certain the student can identify and produce individual vowel
sounds, both long and short □
Involve parents and provide information to reinforce vowel sounds and
phonemic awareness skills at home □
Make certain they develop an awareness of hearing sounds in relation to
where they come in the word □ Draw attention to letter
combinations in words □
Practice a set of a few letter combinations weekly in spelling and word
activities; Continue to reinforce these after they are learned Omits,
adds, substitutes or reverses letters, words or sounds when reading □ Modify or
adjust reading materials □
Tape record his/her reading so he/she can hear omissions, additions,
substitutions, and reversals □ Have the student point to
syllables while reading □ Reduce
competitive activities □
Verbally correct the omissions, additions, substitutions, and reversals □ Have the student point to each
word as it is read □ Reduce the
amount of information on a page Reads
words correctly in one context but not in another… □ Modify or
adjust reading materials □
Make a reading “window” for the student.
The student moves the window down and across the page as he/she reads □ Reduce
competitive activities □
Write notes and letters to the student to provide reading material which
includes words the student frequently has difficulty with □ Reduce the
amount of information on a page Does
not read independently… □ Modify or
adjust reading materials □
Tape record reading materials for the student to listen to and read
simultaneously □ Provide high
interest materials □
Assign a peer tutor or volunteer to read with him/her □
Have students share interesting things they have read □
Encourage and help parents to make reading materials available at home □
Have the student read to lower grade level students or classes in the
school □ Match books to
the reader □
Encourage reading for enjoyment versus assessment Understands
what is read aloud but not what is read
silently… □
Make sure the reading demands are within his/her ability level □ Provide high
interest materials □ Reduce
competitive activities □ Modify or
adjust reading materials □
Highlight or underline important information the student reads □ Reduce the
amount of information on a page □ Maintain close
proximity to the student □ Have the student
repeat/paraphrase information □
Make certain the student is attending to information □
Write notes and letters to the student to provide real life reading
material □ Give additional time to reread a
selection □
Reduce the amount of reading material presented at one time □
Teach mapping techniques and other note taking forms to encourage
comprehension IV.
Writing Skills Is
unable to copy letters, words, sentences and numbers from one
source to another… □
Change the format of the materials from which the student copies (have
less on a page, remove or cover pictures, enlarge the print) □
Highlight or underline the material the student is to copy □
Use a frame or window to cover all material except that which is to be
copied □
Provide alternative means to copying (photocopies) □
Provide more hands on activities instead of copying materials from books □
Reduce distracting stimuli around the material to be copied Fails
to use capitalization & punctuation correctly when writing… □
Highlight or underline all the capitalized words or punctuation marks in
a selection and have the student identify why each is used □
Engage the student in authentic writing activities (pen pal letters) □
Make certain
the student has a list of rules for capitalization and punctuation at his or her
desk □
Make a notebook of rules for capitalization and punctuation to be used
for proofreading exercises Reverses
letters and numbers… □
Have the student keep a word card with the word “bed” written on it
to help remember the correct form for b and d in a well known word □
Cursive handwriting may prevent reversals and can be used as an
alternative □
Provide an alphabet line or model at the student’s desk □
Reduce the emphasis on competitive activities □
Engage the student in authentic writing activities (pen pal letters) Does
not use complete sentences in writing… □
Write a daily log, expressing his/her thoughts in complete sentences □
Engage in authentic, real life writing activities like letters to friends □
Have the student read his/her written work aloud Fails
to organize writing… □
Write a daily log, expressing his/her thoughts in complete sentences □
Write about topics of interest to the student □
Help the student read aloud his work to identify errors in organization □
Using a piece of writing, cut apart sentences and have the student
re-organize it □
Reduce competitive activities □
Reduce distracting stimuli-use a study carrel or private space □
Have the student read a peer’s writing that is well organized Fails
to use spelling rules… □ Require the
student to use the dictionary □
Group spelling words in the weekly list by their pattern □ Reduce the
number of words weekly □
Make sure the student has adequate meaningful opportunities to use and
practice the spelling words □
De-emphasize memorization of words for the weekly test □
Have a personal “most often misspelled words” for the student □ Post a list of spelling rules □ Assign a peer
tutor □
Make a word puzzle. Write words on cards, cut the letters apart, and
unscramble them. □
Have a box of salt or sand for the student to trace spelling words in □ Reduce competitive activit |