There are 14 specific primary terms included in IDEA under the lead definition o f "child with a disability.

" These federal terms and definitions guide how state s define disability and who is eligible for a free appropriate public education (FAPE) under special education law. 1. Autism (AU): A developmental disability significantly affecting verbal and nonverbal communic ation and social interaction, generally present before age three that adversely affects a child s educational performance. Other characteristics often associated with autism are engaging in repetitive ac tivities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child s educational performance is adversely affected primarily because the child has an emotional disturbance (#5 below). A child who shows the characteristics of autism after age 3 could be diagnosed a s having autism if the criteria above are satisfied. 2. Deaf-Blindness (DB): Simultaneous (occurring at the same time) hearing and visual impairments, which cause such severe communication and other developmental and educational needs th at they cannot be served in special education programs solely for children with deafness, or children with blindness. 3. Deafness (DF): A hearing impairment so severe that a child is impaired in processing language t hrough hearing, with or without amplification (aids) that adversely affects a ch ild's educational performance. 4. Developmental Delay (DD): For children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), As defined by each State, means a delay in one or more of the following areas: P hysical development, cognitive (intelligence) development, communication, social or emotional development, or adaptive (daily living skills) development. 5. Emotional Disturbance (ED): A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships w ith peers (other students) and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive (ongoing) mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. It does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. 6. Hearing Impairment (HI): An impairment in hearing, whether permanent or changing, that adversely affects a child s educational performance, but is not included under the definition of "de afness." 7. Intellectual Disability (ID): In 2008, the American Association on Intellectual and Developmental Disabilities (AAIDD) recommended use of the term Intellectual Disability in place of the ter

m Mental Retardation. For changes in language to be made in the regulations, Con gress must first change it in the legislation. Significantly below average general intellectual functioning, existing at the sa me time with below average adaptive behavior (daily living skills) and present d uring the developmental period, that adversely affects a child s educational perfo rmance. 8. Multiple Disabilities (MD): Simultaneous (occurring at the same time) impairments (such as intellectual disa bility-blindness, intellectual disability-orthopedic impairment, etc.), the comb ination of which causes such severe educational needs that they cannot be served in a special education program solely for one of the impairments. The term does not include deaf-blindness. 9. Orthopedic Impairment (OI): A severe orthopedic impairment that adversely affects a child s educational perfor mance. The term includes impairments caused by a congenital (present at birth) anomaly, and impairments caused by disease and impairments from other causes (e.g.,cereb ral palsy, amputations, and fractures or burns). 10. Other Health Impairment (OHI): Having limited strength, vitality (endurance), or alertness, including a heighte ned alertness to environmental causes, that results in limited alertness in scho ol, that (a) is due to chronic or acute (sudden onset and short duration) health problems such as asthma, attention deficit disorder (ADD) or attention deficit hyperacti vity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead po isoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child s educational performance. 11. Specific Learning Disability (SLD): A disorder in one or more of the basic psychological processes involved in under standing or in using language, spoken or written, that may show itself in the im perfect ability to listen, think, speak, read, write, spell, or to do mathematic al calculations. The term includes such conditions as perceptual disabilities, brain injury, mini mal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of vis ual, hearing, or motor disabilities; of intellectual disability; of emotional di sturbance; or of environmental, cultural, or economic disadvantage. 12. Speech or Language Impairment (SLI): A communication disorder such as stuttering, impaired articulation, a language i mpairment, or a voice impairment that adversely affects a child s educational perf ormance. 13. Traumatic Brain Injury (TBI): An injury to the brain caused by an outside physical force, resulting in total o r partial functional disability or psychosocial impairment, or both, that advers ely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in on e or more areas: Cognition (intelligence), language, memory, attention, reasoni ng, abstract thinking, judgment, problem-solving, psychosocial behavior, physica l functions, information processing, speech, and sensory, perceptual, and motor abilities. The term does not apply to brain injuries that are congenital (present at birth) or degenerative, or to brain injuries induced by birth trauma.

14. Visual Impairment Including Blindness (VI): An impairment in vision that, even with correction, adversely affects a child s ed ucational performance. The term includes both partial sight and blindness. http://www.do2learn.com Attention Deficit Disorder (ADD) Characteristics The three primary characteristics of ADD are inattention, hyperactivity, and imp ulsivity. The signs and symptoms of attention deficit disorder may vary. Most c hildren show some of the characteristics below at one time or another, which can be age appropriate. But a child with ADD typically shows these characteristics before the age of seven, and the behavior is consistent over a period of years. A child with ADD will demonstrate a number of these characteristics when they ar e not deemed age-appropriate and are not caused by a specific situation. ADD would fall under the category of Other Health Impaired (OHI) under IDEA. To re ceive special education services and be eligible under the category of OHI, the ADD diagnosis would need to be documented by a medical doctor, and the student s e ducational performance must be adversely affected. Inattention Difficulty organizing tasks Difficulty staying on task and maintaining effort Difficulty with transitions or prioritizing tasks, following instructions, and c ompleting school work or projects Frequently loses or misplaces items such as homework, books, toys Becomes easily distracted Difficulty remembering daily activities Doesn t pay attention to details or makes careless mistakes Has trouble staying focused May appear not to listen when spoken to Has trouble planning ahead Hyperactivity Has difficulty remaining seated and talks excessively Has difficulty listening to others Becomes easily distracted while reading Constantly fidgets and squirms Often leaves seat in situations where sitting is expected Moves around constantly, often running or climbing inappropriately Talks excessively and has difficulty playing quietly Seems to be on the go and always moving, as if driven by a motor May try to do several things at once, bouncing around from one activity to the n ext May become aggressive May become easily frustrated May have difficulty transitioning from one activity to another Impulsivity Speaks or acts without considering consequence Problems with self-control Blurts out answers without waiting to be called on

Has difficulty waiting to take turns May often disrupt other children's play, interrupt conversations, and answer que stions not intended for them Inability to keep emotions in check, resulting in angry outbursts or temper tant rums May be moody and overreact emotionally, resulting in others viewing the child as disrespectful, weird, or needy Attention Deficit Disorder (ADD) Characteristics The three primary characteristics of ADD are inattention, hyperactivity, and imp ulsivity. The signs and symptoms of attention deficit disorder may vary. Most c hildren show some of the characteristics below at one time or another, which can be age appropriate. But a child with ADD typically shows these characteristics before the age of seven, and the behavior is consistent over a period of years. A child with ADD will demonstrate a number of these characteristics when they ar e not deemed age-appropriate and are not caused by a specific situation. ADD would fall under the category of Other Health Impaired (OHI) under IDEA. To re ceive special education services and be eligible under the category of OHI, the ADD diagnosis would need to be documented by a medical doctor, and the student s e ducational performance must be adversely affected. Inattention Difficulty organizing tasks Difficulty staying on task and maintaining effort Difficulty with transitions or prioritizing tasks, following instructions, and c ompleting school work or projects Frequently loses or misplaces items such as homework, books, toys Becomes easily distracted Difficulty remembering daily activities Doesn t pay attention to details or makes careless mistakes Has trouble staying focused May appear not to listen when spoken to Has trouble planning ahead Hyperactivity Has difficulty remaining seated and talks excessively Has difficulty listening to others Becomes easily distracted while reading Constantly fidgets and squirms Often leaves seat in situations where sitting is expected Moves around constantly, often running or climbing inappropriately Talks excessively and has difficulty playing quietly Seems to be on the go and always moving, as if driven by a motor May try to do several things at once, bouncing around from one activity to the n ext May become aggressive May become easily frustrated May have difficulty transitioning from one activity to another Impulsivity Speaks or acts without considering consequence Problems with self-control Blurts out answers without waiting to be called on Has difficulty waiting to take turns

May often disrupt other children's play, interrupt conversations, and answer que stions not intended for them Inability to keep emotions in check, resulting in angry outbursts or temper tant rums May be moody and overreact emotionally, resulting in others viewing the child as disrespectful, weird, or needy Attention Deficit Disorder (ADD) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Inattention Seat the student front and center in the classroom. Surround the student with good role models. Place the student away from high traffic areas. Seat the student at an individual desk instead of a table. Put pets in another room or a corner while the student is working. Allow the student to move around the room at appropriate and assigned times. Incorporate physical movement into lessons, whenever possible. Write important information down, where it can easily be found and read. Remind the student where important information can be found. Divide big assignments into smaller ones. Randomly pick students to answer questions, so student cannot time attention. Provide a signal when questions will be answered. Use the student s name in a question or in the subject being covered. Ask a simple question when the student s attention wanders. Stay near the student as you are teaching. Decrease the length of assignments or lessons. Alternate between physical and seated activities. Have the student call on others. Incorporate the student s interests into lesson plans. Structure in some daydreaming time. Give simple, concrete instructions. Teach and use self-monitoring strategies that indicate attention versus inattent ion. Use a soft voice to give directions. Make eye contact when giving directions and have the student repeat them. Use other students as peer tutors. Play soft music in the classroom. Use study carrels, or corners away from the group. Allow the student to get into a comfortable position while he / she is learning. Say the student's name and then pause for a few seconds to signal attention. Use pictures to make expectations clear, especially for young children. For exam ple, if it's hard to get out of the house in the morning, use a sequence of pict ures that can be checked off as they are completed to help keep a child organize d. Make a space with few distractions; remove things that draw attention away from the task. Some children might respond well to a study tent. Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is be ing paid to a task. This can be done using a signal such as a random beep, timer

, or cue provided by the teacher. The student then records on or off-task behavi or on a recording sheet. Self-monitoring techniques can be tied to rewards and a ccuracy checks. Hyperactivity Ask the student to run an errand or do a job for you, such as sharpening pencils . Encourage the student to play a sport. Develop a procedure for the student to use a stress ball, small toy, or other ob ject at their seat. Alter classroom activities to include movement. Make sure the student has access to recess and physical education classes. Read with the student rather than directing them to read alone. Designate clear, visually signaled areas for the student to sit (e.g colored spo t in circle time, X on gym floor). Designate clear, visually signaled area for the student to stand (e.g. when wait ing in line). Add shape, color, or texture to a classroom activity. Allow the student to do some constructive doodling. Schedule times for physical activity; take breaks throughout a long or tedious t ask. Impulsivity Make a written behavior plan with one or two goals, and place it near the studen t. Vary the type of reinforcers you apply. Change rewards if they are not effective in changing behavior. Reward more than you punish, using positive reinforcement. Give consequences immediately following misbehavior, and be specific in explanat ion. Give advance warning of when transition is going to take place. Praise good behavior and be specific with praise. Write a schedule for the day and cross off each item as it is completed. Provide as much positive attention and recognition as possible. Clarify and post rules and expectations within the classroom. Establish a signal or cue with the student to help maintain attention. Pause about 5 seconds before answering questions. Have the student repeat the question before answering. Choose a student to be a "question keeper." Have students generate questions about a topic before introducing it. Tell stories and assign writing tasks that have a mix of fact and fiction. Play attention and listening games. Monitor unnecessary stimulation in the classroom. Keep assignments short. Stress accuracy over speed. Evaluate teaching tempo. Using a clock or timer, tell students how long they are to work on an assignment . Direct student to keep a file of his / her completed work. Teach student self-talk strategies. Use lists, calendars, charts, pictures, and finished products in the classroom. Post a monthly calendar with assignment due dates and test dates on it. Count down for the last several minutes of an activity. Use lighting to signal an activity change. Have a procedure for collecting assignments. Allow student to have breaks about every ten to twenty minutes. Teach social skills to improve peer relationships and reciprocal work and play.

Academics and Organization Make and model predictions - ask the student what they think might happen next. Act out a story (Reader s Theater). Have the class orally recite a well known story as a chain story. Have a procedure for turning in homework folder. Help the student organize belongings on a daily basis. Keep an extra set of textbooks and other materials at home, if possible. Teach the student to make and use checklists, crossing items off as they are fin ished. Use color-coded folders and show the student how to use them. Pick a specific time and place for homework that is as free as possible of distr actions. Use a clock and timers to monitor homework. Give extra time and frequent breaks for certain tasks. Use accommodations based on the needs of the student (e.g. a highlighter, comput er use, separate setting, extended time, mark in test booklet, and preferential seating). Provide additional reading time, or shorten required reading time. Use "previewing" strategies. Use films, tapes, flash cards, or small group work. Monitor letter/number reversals and loss of place when reading. Use books-on-tape if possible. Provide students with outlines, or handouts. Have specific locations for all materials. Reduce amount of materials presented. Directions should be delivered verbally and visually (stated aloud and written). Give one-step directions, avoiding multi-step instructions. Use peer tutoring and cooperative learning. Be consistent with all daily instruction. Repeat instructions calmly in a positive manner. Provide the student with a model of what he / she should be doing. Use a daily notebook for homework assignment. Use a notebook for daily communication with parents. Make the student feel comfortable asking for help. Assign only one task at a time. Use modified assignments that can be less difficult, while maintaining the same/ similar learning objectives.

Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. Medication can be prescribed to a student with ADD to help improve attention spa n and ability to focus as well as to help control impulses and other hyperactive behavior. Autism Spectrum Disorder (ASD) Characteristics Autism is a disability that causes problems with communication and social intera ction. Symptoms usually start before age three and may cause delays or deficits in many skills that develop from infancy to adulthood. Different people with au

tism can have very different symptoms. Autism is a spectrum disorder. One person may have mild symptoms, while another may have severe symptoms. Autism spectrum disorder and autism can mean the same thing. Currently, the autism spectrum disord er category includes: Autism, Asperger s Syndrome, and Pervasive Developmental Dis order - Not Otherwise Specified (PDD-NOS). Autism is one of the categories of disability specified in IDEA. This means that a child with autism may be eligible for special education and related services if it adversely affects their education. The main signs and symptoms of autism involve problems in the following areas: C ommunication skills, social skills, and restrictive, repetitive, and stereotyped behavior. Communication Language may be slow to develop Speech may be delayed, or there may be no speech at all May be no effort to use nonverbal communication (pointing and gesturing) May use fewer gestures, and those they use are limited in function May struggle to receptively or expressively label places, people, objects If verbal, might not know how to start, sustain, or end conversations May frequently use echolalia (repeating words of others), which may also be dela yed Content and grammar may be delayed, while speech skills might not be delayed May display unusual tone of voice (e.g. monotone, robotic, or high pitch) May have a rigid understanding of words, and have difficulty with the concept th at objects can have more than one name Less likely to share experiences Less likely to make bids for social attention (e.g. Watch me! ) May reverse pronouns May not respond to name consistently Might not be able to express wants and needs May not follow directions May appear not to hear at times May not point or wave bye-bye May not accurately interpret puns, sarcasm, idioms, etc. Less likely to make comments (e.g. Look at that ), or ask questions ( What s your name? )

Socialization Difficulties sharing emotions, understanding how others think and feel, and hold ing a conversation Eye contact may not be as frequent or last as long as in other children May not appear to notice others and seems to tune people out Often do not build relationships with others their age at a developmental level expected Rarely share attention with others, such as by showing something, pointing, or p ointing out interests or accomplishments Does not demonstrate emotional reciprocity (taking turns) Infrequently take turns in play or conversation Rarely imitate the actions of others in play or otherwise May not respond to own name May seem lonely Difficulty in making and maintaining friendships Does not consistently smile when smiled at May seem to prefer to play alone May have difficulty with imaginative/pretend play May be overly active, uncooperative, or resistant

Does not know how to play with toys the way they were intended Seems to be in his / her own world Is not interested in other children Restrictive, Repetitive, and Stereotyped Behavior May have an unusually strong or focused interest or fixation (such as a televisi on program, certain toys, or games) May repeat words, questions, or phrases and cannot move on to other topics May repeat certain actions and get stuck doing the same things over and over and c annot move on to other things (e.g. closing doors, flicking lights) May obsessively follow daily routines or schedules and be unable or unwilling to be flexible in changing these routines May have a difficult time transitioning to a different activity May express high levels of anxiety regarding specific objects or events (e.g. we ather events, specific machines) May play in repetitive ways May demonstrate repetitive body or other motor movements, such as spinning, rock ing, or finger flicking May show intense interest in parts of objects, as opposed to using an entire toy or object May have movements that result in self-injury, such as scratching eyes, skin pic king, biting hands, and head banging May demonstrate increased sensitivity to certain textures, tastes, and smells May demonstrate increased sensitivity to visual and / or auditory stimulation May seek out additional sensory stimulation in atypical ways (e.g. licking objec ts, eating non-foods, smelling objects, closing one eye to gaze at object) May resist certain food groups or food textures May spend a lot of time lining things up or putting things in piles or rows May have odd movement patterns May seem very independent for his/her age May seem to do things early compared to other children May walk on his / her toes May display tantrums that are atypical in terms of frequency, intensity, and / o r duration Autism Spectrum Disorder (ASD) Click here to read responses to parents and teachers Strategies questions about autism.

It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Communication Ensure that the student has a way to appropriately express their wants and needs . Identify and establish appropriate functional communication system (e.g. sign la nguage, Picture Exchange Communication System (PECS), voice output, etc.). Ensure that the student has access to their (portable) communication system acro ss all contexts, all of the time. Reinforce communication attempts (e.g. their gestures, partial verbalizations) w hen the student is non-verbal or emerging verbal. Understand that picture schedules and functional communication systems are NOT t he same thing; they do not serve the same purpose. Paraphrase back what the student has said or indicated.

Simplify your language, highlighting what is important. For example, for a nonverbal student, simply say Sit in chair instead of Sit in your chair please. Label areas in the room with words and pictures. Use sequencing cards to teach order of events. Use clear and unambiguous language. Avoid sarcasm (students with autism may have a hard time understanding). Explicitly teach the meaning behind puns, idioms, figurative language, etc. Try to be as literal and clear as possible. Use words in addition to gestures and facial expressions. Help student interpret conversations. Remind other students that some students may not get jokes or non-verbal languag e. Repeat instructions and check for understanding. Use short sentences when giving instructions. Engage student in role-plays to target reciprocal conversation. Program for generalization of communication skills across all contexts. Socialization Do not take rude or aggressive behavior personally. Recognize that the target for anger may not be linked to the source of that ange r. Be aware that student may feel very uncomfortable with eye contact. Work to expand the student s reinforcer and leisure activities repertoire; work to increase social reinforcers and activities. Pair existing reinforcers with new activities to expand repertoire. Explicitly and frequently teach social rules and skills, such as turn-taking and social distance. Break down social skills into non-verbal and verbal components. Explain rules / rationales behind social exchanges. Target perspective-taking skills. Teach student to accurately label his / her own emotions. Use cartoon conversations, coping comics, and thought stories to teach social re sponses. Be aware of teasing by peers; teach and rehearse appropriate responses to bullyi ng. Explicitly teach discrimination between private versus public behaviors. Provide modeling and role-play opportunities to teach social skills. Program for generalization of social skills across all contexts. Build social interactions around common interests. *Social Stories can be used to teach social skills to children with autism. A si tuation, which may be difficult or confusing for the student, is described concr etely. The story highlights social cues, events, and reactions that could occur in the situation, the actions and reactions that might be expected, and why. Soc ial stories can be used to increase the student s understanding of a situation, ma ke the student feel more comfortable, and provide appropriate responses for the situation. We recommend that you incorporate visuals into the stories as well. These visuals can be drawings created by the student, imported images from Goog le, picture symbols / icons, or photographs. Restrictive, Repetitive, and Stereotyped Behavior Reinforce desirable behaviors that serve as alternatives to inappropriate behavi ors (teaching the student what to do rather than what not to do). Provide clear structure and a set daily routine. Ensure that the student knows the day's schedule at the start of each day and ca n reference schedule throughout day. Vary the activities within the daily schedule so that the student does not becom e inflexible about the sequence of the schedule or routine itself. Provide warning of any change of routine, or switch of activity. Present this w arning visually.

Be aware that some change in manner or behavior may reflect anxiety (which may b e triggered by a change in routine). Be aware of bright lights, loud noises or too much touching. Teach student to accurately identify how they feel as often as they can. Provide student a "time out" pass for a few minutes of free time to leave the cl assroom. Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain). Encourage students to keep their noise levels down. Have a "hands to yourself" rule to respect personal space of all students. Organize classroom and teach students how to use and maintain organization. Ensure understanding of all assignments and tasks (and materials needed). Develop routines for organizing materials and work completion. Ensure consistency of expectations among all family members and staff. Create a structured environment with predictable routines. Create a picture schedule with daily routine. Allow student opportunities to move during instruction. Use consistent classroom routines. Teach student to identify signs of stress, anxiety, anger, etc. Use visual organizers to help student evaluate appropriate alternatives to malad aptive behavior. Use visual scales to label escalating emotions (e.g. 1-5 scales, Volcano scale). Teach and practice coping strategies to reduce anxiety, stress, anger, etc. Develop a coping plan; rehearse plan with student when they are calm. Introduce opportunities for free writing, journaling, or drawing to express feel ings. Create a calming area or a sensory area. Provide stress release activities or items, such as drawing, brushing, squeeze t oys, weighted blankets, headphones, and music. Be aware of signs of anxiety or difficulties a student may be having with sensor y and emotional overload (hands over ears, plugging ears, or repetitive behavior s, like rocking). Allow student to avoid certain activities which may cause anxiety (e.g. large as semblies). Minimize verbal demands when the student is upset, or escalating. Use visuals in stead. Provide clear, explicit feedback on behavior. Set up consistent written rules for each classroom. Use color-coded system for behavior and class participation. Use an individualized points system / token economy to increase target behaviors . An individual with autism might display behavior that can confuse others, partic ularly in public places. We have provided printable cards that might be used by parents, teachers or friends to indicate to strangers what is happening. They ar e designed to be folded in half to be business card size. They can be handed out or just laminated and shown as needed. Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. Daily Living Explicitly teach grooming and dressing skills as needed. Break down / task-analyze skills into steps. Model targeted skills, then provide practice opportunities. Systematically fade prompts to promote independence. Teach occupational awareness and exploration, as appropriate.

Explain rationale behind essential grooming and self-care skills. Teach material in relevant contexts. Program for generalization of targeted skills. Reinforce students for generalizing information across material or settings. Use visual schedules and reminders to teach daily living skills. Explicitly teach safety and community awareness skills as needed. Teach students to provide personal identification information when asked. Target functional academics that will best prepare student for independent livin g and vocational contexts. Academics and Organization Minimize distractions, or provide access to an individual work area. Teach what "finished" means, and help student understand when something is finis hed. Break down large assignments into manageable parts. Use various means of presentation - visual, auditory, kinesthetic, tactile, etc. Keep in mind that many students with autism tend to process information much b etter visually than verbally. Try to link work to the student s interests. Intermix high probability tasks (easier tasks) with lower probability tasks (mor e difficult tasks). Explore computer-based learning. Allow access to narrow interests / obsessive behavior as a reward, break activit y, or calming activity (but clearly establish rules regarding frequency and dura tion of access). Give fewer choices to reduce confusion. Select repetitive motions when working on projects. Keep voice low and clear when teaching. Use visual schedule along with visual reminders. Use picture icons and social stories to encourage appropriate behavior and to ma intain attention. Use a picture or other system to list the procedures and tasks to be completed. Give students a visual menu of appropriate behaviors to use when they become agi tated or overwhelmed. Use visual reminders of transition times and activities. Use a work system to clarify the following: How much work to do, what is the wo rk, when finished, and what s next? Provide frequent breaks in response to sensory and attention issues. Structure the layout of the room so students know where work areas are located. When using worksheets, highlight directions and number the steps to complete tas ks. Explain the purpose of all activities. Provide rubrics or rules with due dates for each part of a multi-step or multi-p art assignment. Create a color-coding system to keep track of due dates. Encourage students to summarize and paraphrase. When doing group work, provide a list of clear expectations and tasks for each m ember. Use peer buddies. Teach student how to use and organize daily schedules and planners. Set up a routine and procedure for homework, long-term assignments, and tests. Laminate daily schedules and place on the student's desk or in the front of a bi nder. List tasks or work assignments to be completed during the day that can be checke d off. Create a color-coding system for pocket folders or binders in each subject area. Separate binder or folder into sections for assignments, homework, and handouts.

Use notes to prepare or calm students during stressful times.

Certain professionals in the school can provide services to students with autism . Speech-language therapists can help students improve their ability to communic ate and interact with others. Occupational therapists can help students with mo tor skills and find ways to modify tasks. Physical therapists can provide activi ties and exercise for students that help with motor control and improve posture and balance. No medications have been approved by the U.S. Food and Drug Administration speci fically for the treatment of autism, but some medication can treat some of the s ymptoms associated with autism. Developmental Delay Characteristics If you are concerned about your infant s or toddler s development, you may contact y our state s program and refer your child for a multidisciplinary evaluation. A fu ll multidisciplinary evaluation assesses a child's physical health, vision, hear ing, cognitive development, adaptive functioning (basic skills like feeding, toi leting, dressing, social interactions and communication at home, play), motor, s ensory processing, communication skills, and social / emotional development. Re ferring your child, and having him / her evaluated, is free of charge to the fam ily. Developmental delay occurs when a child has not reached developmental milestones by the expected time period. The term developmental milestones refers to the ski ll development process in which children go through during child development. If a child is not learning a skill that other children are learning at the same ag e, this may be a "warning sign" that the child is at risk for developmental dela y. Risk factors for developmental problems could be genetic and environmental. As risk factors increase, a child could be at greater risk for developmental del ay. For IDEA purposes, it may be helpful to know that your local school district may use the term Developmental Delay (DD) in working with children. If your local s chool district decides to use the term, it must use the same definition and age range as the state does. Your local school district may not use the term at all if your state has chosen not to use the term. Developmental delays can occur in all five areas of development or may just occu r in one or more of those areas. The five areas of development are: Physical dev elopment, cognitive development, communication development, social and emotional development, and adaptive skills. Growth in one area of development can affect growth in the other areas. This means that if there is a difficulty in one area (such as physical development), it may impact other areas (such as speech and l anguage). Physical Development Difficulties with gross motor skills - using the large muscle groups that assist in walking, running, standing, sitting, changing positions and maintaining bala nce Difficulties with fine motor skills - ability to grasp, pinch, eat and dress Has stiff arms and/or legs Has a floppy or limp body posture compared to other children of the same age Uses one side of body more than the other

Seems to be clumsy compared with other children of the same age Has poor muscle tone Coordination and balance is below normal Seems to have difficulty tracking objects or people with eyes Rubs eyes frequently Turns, tilts or holds head in a strained or unusual position when trying to look at an object Seems to have difficulty finding or picking up small objects dropped on the floo r (after the age of 12 months) Has difficulty focusing or making eye contact Closes one eye when trying to look at distant objects Eyes appear to be crossed or turned Brings objects too close to eyes to see One or both eyes appear abnormal in size or coloring Cognitive Development (intellectual abilities) Struggles with basic learning, problem solving, and remembering tasks Shows delays in basic reasoning skills and play (e.g. stacking, sorting, nesting , early puzzles) Shorter attention span than expected given age Has trouble solving basic problems Has trouble thinking logically Communication Development (speech and language) Fails to develop sounds or words that would be age appropriate Not able to communicate at age appropriate levels May not respond to own name Issues with verbal communication, body language, gestures and understanding what others are saying Speech may be delayed, or there may be no speech at all Does not use nonverbal communication (pointing and gesturing) at age appropriate levels Uses fewer gestures and those they use are limited in function Struggles to receptively or expressively label places, people, objects May be some hearing loss, which also affects language Talks in a very loud or very soft voice Seems to have difficulty responding to name, even for something interesting Turns body so that the same ear is always turned toward sound Has difficulty understanding what has been said or following directions (after 3 years of age) Doesn't startle to loud noises Ears may appear small Social and Emotional Development Difficulty interacting with others and developing relationships with family and friends Has trouble understanding social rules Focuses on objects for long periods of time and may enjoy this more than other a ctivities May not seek love and approval from a caregiver or parent May become unusually frustrated when trying to do simple tasks (that most childr en of the same age can do) Rarely makes eye contact May not appear to notice others and seems to tune people out Often does not build relationships with others their age at a developmental leve l expected Rarely shares attention with others, such as by showing something, pointing, or

pointing out interests or accomplishments Does not demonstrate emotional reciprocity (taking turns) Rarely imitates the actions of others in play or otherwise Does not know how to play with toys the way they were intended Seems to be in his / her own world Is not interested in other children Adaptive Behavior (everyday skills for functioning) Difficulty bathing, dressing, grooming, and feeding one s self May have difficulty performing age appropriate skills independently Social skills may be poor (relationships with family and friends) Cannot choose own activities Problems using early literacy, writing, and math skills Has trouble seeing the consequences of actions May be clumsy Not displaying toilet training readiness at appropriate age Exhibits problem behaviors and immaturity Displays some obsessive/compulsive behaviors Has difficulty following rules and routines Displays over-sensitivity to certain sounds, textures, visual stimuli Developmental Delay Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Physical Development Plan physical activities for times when the student has the most energy. Provide simple, fun obstacle courses that the student is capable of completing. Provide daily opportunities and activities for children to use handheld tools an d objects. Use songs with finger plays to develop fine motor skills. Use materials such as a non-slip mat under drawing paper, thick crayons, and thi ck handled paint brushes that are easy to grasp. Incorporate singing and dancing into many activities. Place objects in student s hand to hold and feel. Let students practice swinging and hitting. When eating, let student make a mess to practice the motions of feeding and clea ning up. Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough , and manipulatives to use. Plan daily physical activities, and take students outside to run, climb and jump around. Have students practice buttoning and unbuttoning, zipping clothes, and opening a nd closing a door. Use activities that involve cutting, pasting, drawing and writing. Model and use activities with drawing and writing tools. Use child-size tables and chairs in the classroom. Have a schedule for active and quiet times. Model and talk about healthy eating habits with students. Provide nutritious snacks and meals. Make parents aware of health concerns that could affect a child s development (cha nges in growth, hearing, vision).

Provide parents with information about health, medical, and dental resources. Use visual discrimination games such as I spy . Take listening walks. Cognitive Development (intellectual abilities) Use the student s preferences and interests to build lessons (get input from paren ts). Allow student time to complete tasks and practice skills at own pace. Acknowledge level of achievement by being specific. Be specific when giving praise and feedback. Break down tasks into smaller steps. Demonstrate steps, and then have student repeat the steps, one at a time. Be as concrete as possible. Demonstrate what you mean rather than giving directions verbally. Show a picture when presenting new information verbally. Provide hands-on materials and experiences. Share information about how things work. Pair student with a buddy who can assist with keeping the student on track. Be consistent with classroom routines. Set a routine so student knows what to expect. Provide a visual schedule of activities that can be understood by the student (u sing photos, icons). Use a visual timer so student knows when an activity will be over and they can t ransition to the next task. Use age appropriate materials. Use short and simple sentences to ensure understanding. Repeat instructions or directions frequently. Ask student if further clarification is necessary. Keep distractions and transitions to a minimum. Teach specific skills whenever necessary. Provide an encouraging and supportive learning environment. Do not overwhelm a student with multiple or complex instructions. Speak more slowly and leave pauses for student to process your words. Speak directly to the student. Speak in clear short sentences. Ask one question at a time and provide adequate time for student to reply. Communication Development (speech and language) Use large clear pictures to reinforce what you are saying. Speak slowly and deliberately. Paraphrase back what the student has said. Clarify types of communication methods the student may use. Identify and establish functional communication systems for students who are non -verbal. Reinforce communication attempts (e.g. their gestures, partial verbalizations) w hen the student is non-verbal or emerging verbal. Label areas in the room with words and pictures. Use sequencing cards to teach order of events. Provide puppets/pictures as props when using finger plays and songs. Develop a procedure for the student to ask for help. Speak directly to the student. Be a good speech model. Have easy and good interactive communication in classroom. Consult a speech language pathologist concerning your class. Be aware that students may require another form of communication. Encourage participation in classroom activities and discussions. Model acceptance and understanding in classroom. Provide assistance and positive reinforcement as the student shows the ability t

o do something with increased independence. Use gestures that support understanding. Model correct speech patterns and avoid correcting speech difficulties. Be patient when student is speaking, since rushing may result in frustration. Focus on interactive communication. Use active listening. Incorporates the student s interests into speech. Use storybook sharing in which a story is read to student and responses are elic ited (praise is given for appropriate comments about the content). Social and Emotional Development Use strategies to assist student in separating from parent. Set a routine in saying goodbye (such as finding a book to read). Value and acknowledge student s efforts. Provide opportunities for students to play in proximity to one another. Provide opportunities for students to interact directly with each other. Work to expand the child s repertoire of socially mediated reinforcers (e.g. tickl ing, peek-a-boo, chase, etc.). Explore feelings through use of play. Teach students to express their feelings in age-appropriate ways. Provide play activities that don t require sharing such as art projects, making mu sic (students have own instrument), and sand or water play. Ask students to imagine how their behavior might affect others. Have students make a friend book with students from the class. Comment on and describe what student is doing (be specific). When dealing with conflict, explain what happened in as few words as possible an d use a calm, not-angry voice. Point out consequences of the student s behavior. Brainstorm better choice(s) with students. Use language to describe feelings and experiences. Put student s feelings into words. Read books about feelings. Explain your reasons for limits and rules in language that students can understa nd. Model the benefits involved in cooperating. Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit. Teach students words for important people and things. Adaptive Behavior (everyday skills for functioning) Explicitly teach life skills related to daily living and self-care. Break down each skill into steps. Use visual schedules with pictures / icons to demonstrate each step. Plan experiences that are relevant to the child s world. Find ways to apply skills to other settings (field trips). Minimize distractions and the possibility for over-stimulation. Teach and model personal hygiene habits such as washing hands, covering mouth an d nosewhen sneezing or coughing, and dental care. Find ways to practice personal care and self-help skills (using centers in the c lassroom). Provide opportunities for students to practice asking for help, feeding themselv es, dressing, washing hands, toileting, and locating personal items. Provide materials that support self care such as child-size sink, toilet, coat r ack, and toothbrushes. Teach and model rules and practices for bus safety, playground safety, staying w ith the group, and safety in the classroom. Teach students to provide personal identification information when asked. Teach and model procedures for dealing with potentially dangerous situations, in

cluding fire, severe weather, and strangers. Emotional Disturbance Characteristics A student with an emotional disturbance has the inability to learn in school whi ch cannot be explained by other factors, as well as the inability to build or ma intain good relationships at school. These students display difficulties with be havior or feelings, and may be generally unhappy or sad. They may develop physic al symptoms or fears that affect home and school. ED includes schizophrenia. Whe n children have an emotional disturbance, these behaviors continue over long per iods of time and cannot be explained by other factors, signaling that they are n ot coping with their environment or peers. Many children who do not have emotion al disturbance may display some of these same behaviors at various times during their development. Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for specia l education and related services if it adversely affects their education. Learning Difficulties Academically performing below grade level. May function two or more years below grade level in reading, math, writing, and spelling. Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn whil e in school. May lack social skills that are necessary for school success. May display language problems in both expressing ideas and in understanding what others are communicating. May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties. May struggle with organization and time-management. Are at risk for dropping out of school, affecting their future. May have average, or even above-average academic achievement. May display inability to sustain attention. Socialization and Behavior Difficulty interacting socially with others due to excessive fear or anxiety May withdraw from others and appear isolated May exhibit symptoms of depression May avoid interactions with peers or adults May not interact appropriately with peers, teachers, siblings, and parents May have few or no friends May affiliate with deviant social groups May blame behavioral or social problems on teachers or other students May be aggressive with peers and adults and cause injury when playing or interac ting with others May display covert aggression (e.g. lying, cheating, vandalizing) May display relational aggression (i.e. manipulating, gossiping, excluding someo ne) May display limited perspective-taking skills May act out in class, and may not appear to respond to discipline from teachers May seem not to care about class and school rules May be at higher risk for substance abuse May show signs of impulsivity (hyperactivity, defiance, opposition, risky behavi ors) Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skil

ls) Affective Characteristics May have serious affective disorders, including depression, anxiety disorders, b ipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorde r, and psychotic disorder. Medication may be prescribed for the affective disord er. Depression: Characterized by a depressed mood most of the day, nearly every day , and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or wo rthlessness, insomnia, and diminished ability to concentrate. Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school. Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very high and/or ir ritable to sad and depressed. There may be periods of normal mood in between. Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping sc hool), and other serious rule violations. Eating Disorders: Characterized by extremes in eating behavior or extreme feelin gs of concern about body weight or shape. Anorexia nervosa is characterized by s tarvation and dramatic weight loss. Bulimia nervosa is characterized by binge ea ting, followed by vomiting or purging. Binge eating is characterized by eating e xcessive amounts of food, with feelings about inability to control how much or w hat is eaten. Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent tho ughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behavio rs (e.g. handwashing, counting, checking, cleaning, etc.) are often done with th e hope of stopping thoughts or getting rid of them. Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinkin g that you are being plotted against. Hallucinations refer to hearing, seeing, o r feeling something that is not there. Schizophrenia is a type of psychotic diso rder. Suicidality: Refers to the thoughts and behaviors related to intent to end one s o wn life. Emotional Disturbance Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Learning and Academics Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc. Before your students enter class, write on the board what will happen during tha t specific class period and how long each activity will take. Develop and maintain an active schedule with evenly intermixed direction instruc tion, individual seatwork, and cooperative learning activities. To prevent student frustration, intersperse more challenging, acquisition-orient ed learning activities with review / maintenance-enhancing activities.

Provide time for the student to catch up on missed work or to review concepts th at they are struggling with. If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriat ely channel excess distractibility or hyperactivity. Use self-monitoring checklists that the student can use to check off activities as completed. Break assignments into chunks to avoid overwhelming the student. Seat student in close proximity to teacher, towards front of the room. Provide additional review. Teach self-monitoring for attention. Use separate setting and/or extended time for exams and tests if needed. Explicitly teach test-taking strategies. Explicitly teach organizational skills (use of planners, notebooks, folders, che cklists). Ask previous teachers about techniques that were effective with the student in t he past. Anticipate classroom situations where the student's emotional state may be vulne rable. Be aware of how the student communicates. Keep instructions simple and very structured. Provide opportunities for group participation. Keep classroom organized. Serve as a model for the students. Provide structure in classroom with regard to physical features of the room, sch eduling, routines, and rules of conduct. Clearly distinguish time, place, and expectations during unstructured activities . Let students know your expectations. Provide students with clearly stated learning objectives. Use visual supports to supplement verbally delivered instructions and informatio n. Seek input from student about his / her strengths and weaknesses. Modify classroom activities to meet the learning needs of the student, while mai ntaining the same learning objectives. Be sensitive when pairing students together. Keep activity instructions simple but structured. Acknowledge contributions of student. Be aware of student's socialization skills when asking for participation. Make a plan with student to replace inappropriate responses with appropriate res ponses. Work gradually toward group activities. Target and teach behaviors such as taking turns, working with partners, and foll owing directions. Demonstrate and reward appropriate reading. Review and discuss with the student all of the steps involved in activity. Give clear examples of what the student should expect with an activity or projec t. Prepare alternative activities that the student can work on independently. Collect a portfolio of work samples from the student. Teach student how to attribute successes to effective strategy use and effort. Monitor student progress through informal assessment. Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is be ing paid to a task. This can be done using a signal such as a random beep, timer , or cue provided by the teacher. The student then records on or off task behavi or on a recording sheet. Self-monitoring techniques can be tied to rewards and a ccuracy checks.

Socialization Explicitly and frequently teach social rules and skills. Model appropriate responses to social situations. Engage student in role-play opportunities to practice appropriate responses. Explain rules / rationales behind social exchanges. Target perspective-taking skills. Teach student to accurately label his / her own emotions. Teach student to accurately label the emotional status of others (based on facia l cues, verbal cues, etc.). Be aware of and control for teachers, aides, and students with whom the student interacts negatively. Behavior Arrange observation and data collection system to monitor student s behavior acros s all school contexts. Use data to inform decision-making. Regularly communicate with family members and teachers to ensure consistent resp onse to student s behavior. Model tolerance and acceptance. Provide opportunities for the student to assume responsibilities, such as distri buting papers. Teach other students to ignore inappropriate attention-seeking behaviors. Have other students (who demonstrate appropriate behavior) serve as peer tutors. Be aware that some students may work better alone. Develop rules that are clear (and give concrete examples). Specify rewards for following rules, as well as consequences when rules are diso beyed. Be consistent when enforcing rules, emphasize positive over punitive. Model responses to potential triggers for escalation. Engage student in role-play opportunities to practice appropriate responses. Provide models of acceptable behaviors. Respond to the student, not to their behavior. Use positive and age-appropriate comments frequently to reinforce good behavior. Teach students to monitor their own behavior. Use individualized behavioral contracts with the student. Monitor seating arrangements in the classroom. Teach student to identify signs of stress, anxiety, anger, etc. Be aware of the student s triggers for anger, stress, and anxiety. Use visual organizers to help student evaluate appropriate alternatives to malad aptive behavior. Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response. Think out loud as you generate alternatives and select a response. Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past. Use visual scales to help the student label escalating emotions (e.g. 1-5 scales , Volcano scale). Teach and practice coping strategies to reduce anxiety, stress, anger, etc. Develop a coping plan; rehearse plan with student when they are calm. Keep potentially harmful objects or substances out of reach. Use time-out sessions to cool off disruptive behavior. Make sure the punishment fits the "crime." Immediately praise good behavior and performance. Pre-establish consequences for misbehavior with student. Administer consequences immediately. Withhold reinforcement for inappropriate behavior. Recognize signs of escalation.

Remain calm, state misconduct, and avoid debating or arguing with student. Ask student for reward ideas. Change rewards if they are not effective in changing behavior. Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time. Work for overall improvement, which may be slow. If student has a desire for attention, find ways to recognize positive contribut ions. If student shows aggressiveness, being in charge of an activity may reduce aggre ssiveness. Set goals with the student that can realistically be achieved. Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain). Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. Affective Characteristics Regularly communicate with family members, guidance counselors, community-based service providers, counselors, etc. Be aware of fears (through communication with the student, teachers, and parents ). Be aware of medication schedules and what the medication effects may be. Be positive and supportive. Introduce opportunities for free writing, journaling, or drawing to express feel ings. Monitor for signs of drug and alcohol use. Monitor for signs of self-mutilation (e.g. cutting). Monitor for signs of gang involvement. Take any threats of suicide seriously; immediately report threats.

Medication can be prescribed to address symptoms of mood disorders, psychotic di sorders, or anxiety disorders.

Emotional Disturbance Characteristics A student with an emotional disturbance has the inability to learn in school whi ch cannot be explained by other factors, as well as the inability to build or ma intain good relationships at school. These students display difficulties with be havior or feelings, and may be generally unhappy or sad. They may develop physic al symptoms or fears that affect home and school. ED includes schizophrenia. Whe n children have an emotional disturbance, these behaviors continue over long per iods of time and cannot be explained by other factors, signaling that they are n ot coping with their environment or peers. Many children who do not have emotion al disturbance may display some of these same behaviors at various times during their development. Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for specia l education and related services if it adversely affects their education.

Learning Difficulties Academically performing below grade level. May function two or more years below grade level in reading, math, writing, and spelling. Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn whil e in school. May lack social skills that are necessary for school success. May display language problems in both expressing ideas and in understanding what others are communicating. May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties. May struggle with organization and time-management. Are at risk for dropping out of school, affecting their future. May have average, or even above-average academic achievement. May display inability to sustain attention. Socialization and Behavior Difficulty interacting socially with others due to excessive fear or anxiety May withdraw from others and appear isolated May exhibit symptoms of depression May avoid interactions with peers or adults May not interact appropriately with peers, teachers, siblings, and parents May have few or no friends May affiliate with deviant social groups May blame behavioral or social problems on teachers or other students May be aggressive with peers and adults and cause injury when playing or interac ting with others May display covert aggression (e.g. lying, cheating, vandalizing) May display relational aggression (i.e. manipulating, gossiping, excluding someo ne) May display limited perspective-taking skills May act out in class, and may not appear to respond to discipline from teachers May seem not to care about class and school rules May be at higher risk for substance abuse May show signs of impulsivity (hyperactivity, defiance, opposition, risky behavi ors) Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skil ls) Affective Characteristics May have serious affective disorders, including depression, anxiety disorders, b ipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorde r, and psychotic disorder. Medication may be prescribed for the affective disord er. Depression: Characterized by a depressed mood most of the day, nearly every day , and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or wo rthlessness, insomnia, and diminished ability to concentrate. Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school. Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very high and/or ir ritable to sad and depressed. There may be periods of normal mood in between. Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping sc

hool), and other serious rule violations. Eating Disorders: Characterized by extremes in eating behavior or extreme feelin gs of concern about body weight or shape. Anorexia nervosa is characterized by s tarvation and dramatic weight loss. Bulimia nervosa is characterized by binge ea ting, followed by vomiting or purging. Binge eating is characterized by eating e xcessive amounts of food, with feelings about inability to control how much or w hat is eaten. Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent tho ughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behavio rs (e.g. handwashing, counting, checking, cleaning, etc.) are often done with th e hope of stopping thoughts or getting rid of them. Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinkin g that you are being plotted against. Hallucinations refer to hearing, seeing, o r feeling something that is not there. Schizophrenia is a type of psychotic diso rder. Suicidality: Refers to the thoughts and behaviors related to intent to end one s o wn life. Emotional Disturbance Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Learning and Academics Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc. Before your students enter class, write on the board what will happen during tha t specific class period and how long each activity will take. Develop and maintain an active schedule with evenly intermixed direction instruc tion, individual seatwork, and cooperative learning activities. To prevent student frustration, intersperse more challenging, acquisition-orient ed learning activities with review / maintenance-enhancing activities. Provide time for the student to catch up on missed work or to review concepts th at they are struggling with. If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriat ely channel excess distractibility or hyperactivity. Use self-monitoring checklists that the student can use to check off activities as completed. Break assignments into chunks to avoid overwhelming the student. Seat student in close proximity to teacher, towards front of the room. Provide additional review. Teach self-monitoring for attention. Use separate setting and/or extended time for exams and tests if needed. Explicitly teach test-taking strategies. Explicitly teach organizational skills (use of planners, notebooks, folders, che cklists). Ask previous teachers about techniques that were effective with the student in t he past. Anticipate classroom situations where the student's emotional state may be vulne rable. Be aware of how the student communicates. Keep instructions simple and very structured. Provide opportunities for group participation.

Keep classroom organized. Serve as a model for the students. Provide structure in classroom with regard to physical features of the room, sch eduling, routines, and rules of conduct. Clearly distinguish time, place, and expectations during unstructured activities . Let students know your expectations. Provide students with clearly stated learning objectives. Use visual supports to supplement verbally delivered instructions and informatio n. Seek input from student about his / her strengths and weaknesses. Modify classroom activities to meet the learning needs of the student, while mai ntaining the same learning objectives. Be sensitive when pairing students together. Keep activity instructions simple but structured. Acknowledge contributions of student. Be aware of student's socialization skills when asking for participation. Make a plan with student to replace inappropriate responses with appropriate res ponses. Work gradually toward group activities. Target and teach behaviors such as taking turns, working with partners, and foll owing directions. Demonstrate and reward appropriate reading. Review and discuss with the student all of the steps involved in activity. Give clear examples of what the student should expect with an activity or projec t. Prepare alternative activities that the student can work on independently. Collect a portfolio of work samples from the student. Teach student how to attribute successes to effective strategy use and effort. Monitor student progress through informal assessment. Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is be ing paid to a task. This can be done using a signal such as a random beep, timer , or cue provided by the teacher. The student then records on or off task behavi or on a recording sheet. Self-monitoring techniques can be tied to rewards and a ccuracy checks. Socialization Explicitly and frequently teach social rules and skills. Model appropriate responses to social situations. Engage student in role-play opportunities to practice appropriate responses. Explain rules / rationales behind social exchanges. Target perspective-taking skills. Teach student to accurately label his / her own emotions. Teach student to accurately label the emotional status of others (based on facia l cues, verbal cues, etc.). Be aware of and control for teachers, aides, and students with whom the student interacts negatively. Behavior Arrange observation and data collection system to monitor student s behavior acros s all school contexts. Use data to inform decision-making. Regularly communicate with family members and teachers to ensure consistent resp onse to student s behavior. Model tolerance and acceptance. Provide opportunities for the student to assume responsibilities, such as distri buting papers.

Teach other students to ignore inappropriate attention-seeking behaviors. Have other students (who demonstrate appropriate behavior) serve as peer tutors. Be aware that some students may work better alone. Develop rules that are clear (and give concrete examples). Specify rewards for following rules, as well as consequences when rules are diso beyed. Be consistent when enforcing rules, emphasize positive over punitive. Model responses to potential triggers for escalation. Engage student in role-play opportunities to practice appropriate responses. Provide models of acceptable behaviors. Respond to the student, not to their behavior. Use positive and age-appropriate comments frequently to reinforce good behavior. Teach students to monitor their own behavior. Use individualized behavioral contracts with the student. Monitor seating arrangements in the classroom. Teach student to identify signs of stress, anxiety, anger, etc. Be aware of the student s triggers for anger, stress, and anxiety. Use visual organizers to help student evaluate appropriate alternatives to malad aptive behavior. Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response. Think out loud as you generate alternatives and select a response. Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past. Use visual scales to help the student label escalating emotions (e.g. 1-5 scales , Volcano scale). Teach and practice coping strategies to reduce anxiety, stress, anger, etc. Develop a coping plan; rehearse plan with student when they are calm. Keep potentially harmful objects or substances out of reach. Use time-out sessions to cool off disruptive behavior. Make sure the punishment fits the "crime." Immediately praise good behavior and performance. Pre-establish consequences for misbehavior with student. Administer consequences immediately. Withhold reinforcement for inappropriate behavior. Recognize signs of escalation. Remain calm, state misconduct, and avoid debating or arguing with student. Ask student for reward ideas. Change rewards if they are not effective in changing behavior. Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time. Work for overall improvement, which may be slow. If student has a desire for attention, find ways to recognize positive contribut ions. If student shows aggressiveness, being in charge of an activity may reduce aggre ssiveness. Set goals with the student that can realistically be achieved. Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain). Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. Affective Characteristics Regularly communicate with family members, guidance counselors, community-based

service providers, counselors, etc. Be aware of fears (through communication with the student, teachers, and parents ). Be aware of medication schedules and what the medication effects may be. Be positive and supportive. Introduce opportunities for free writing, journaling, or drawing to express feel ings. Monitor for signs of drug and alcohol use. Monitor for signs of self-mutilation (e.g. cutting). Monitor for signs of gang involvement. Take any threats of suicide seriously; immediately report threats.

Medication can be prescribed to address symptoms of mood disorders, psychotic di sorders, or anxiety disorders.

Fetal Alcohol Spectrum Disorder (FASD) Characteristics Fetal Alcohol Spectrum Disorder (FASD), often referred to as Fetal Alcohol Syndr ome (FAS) or Fetal Alcohol Effects (FAE), and other Alcohol-Related Birth Defect s (ARBDs), are a series of birth disabilities related to alcohol. FASD is a patt ern of mental and physical problems that may occur in some children whose mother s drank alcohol during pregnancy. While the baby is developing in the mother, an y alcohol the mother drinks is passed to the developing child. Fetal Alcohol Spe ctrum Disorder is now regarded as one of the leading causes of intellectual disa bility in the US. Children identified as having FASD experience lifelong behavioral, intellectual, and physical difficulties. Not all babies and children are affected the same wa y and the severity of symptoms is characterized along a spectrum of mild to seve re problems. Some children may show no effects, while others may have severe int ellectual disabilities and physical abnormalities. Children will not outgrow FAS D, but the types of problems will change as the child grows older and faces new developmental challenges. Drinking during any stage of pregnancy may cause FAS or FAE. The more frequently alcohol is used, the higher the risk to the baby. Binge drinking increases the risk of birth defects. To be safe, it is best if women avoid any alcohol if they think they may be pregnant. Fetal Alcohol Spectrum Disorder is not one of the categories of disability speci fied in IDEA. However, a child with FASD can certainly receive special educatio n and related services if their disability adversely affects their education. A child with FASD might be served under the category of Other Health Impaired (OH I), Specific Learning Disability (SLD), Intellectual Disability (ID), or another disability area. Physical Features Typical Child Alcohol-Affected Child May more easily be recognized between the ages of two and ten, and may not be as apparent immediately after birth or during adolescence or adulthood (about 90% of children with FASD have no physical features of the syndrome)

Thin upper lip Small head circumference Small eyes Drooping eye lids Short, upturned nose Wide nose bridge Lowset ears Flattened midface Smooth skin surface between the nose and upper lip May have low birth weight, and may have trouble gaining weight Head circumference may be smaller than normal Deformities of joints, limbs, and fingers Slow physical growth before and after birth (until puberty) Vision difficulties or hearing problems Poor coordination Heart and skeletal abnormalities Central nervous system damage Structural abnormalities of the brain Cognitive Development May have developmental delays May include mild intellectual disability (IQ under 70) or lower intelligence (IQ 70 to 85) *Less than half have intellectual disability, and 90% have IQs in the normal range May appear to be bright and outwardly normal Memory deficits,including difficulty learning and remembering information Working memory ability may be less than chronological (actual) age May be better in reading and language, often poorer in math Often hit what is called a 3rd grade wall when facts and figures (concrete operati ons) move on to critical thinking (analytical) skills Difficulty with abstract concepts Poor problem solving skills Lack of imagination or curiosity Inability to understand concepts such as time and money Do not develop logical approach to problems Motor Development Irritable as infants (e.g. don't eat well, don't sleep well, hyper-sensitive to sensory stimulation, and have a strong startle reflex) Poor coordination / fine motor skills (e.g. holding objects) Poor gross motor skills (e.g. crawling, walking, or running) Hand tremors May be diagnosed with Sensory Integration Disorder (SID) May hyperextend head or limbs Can exhibit hypertonia (too much muscle tone) or hypotonia (too little muscle to ne), or both Medical Problems May have heart defects or suffer anomalies to the ears, eyes, liver, or joints May show no physical symptoms at all, yet may still have significant damage to t he brain and central nervous system Failure to thrive Organ dysfunction Epilepsy Sleep problems, such as trouble going to sleep and short periods of restless sle ep Possible ear infections, allergies, and asthma

Weak at sucking and grasping a nipple in infancy Decreased appetite or difficulty retaining food A mouth breather instead of a nose breather Visual / Spatial Skills Poor perception of visual information Difficulty understanding spatial relationships Trouble planning and organizing Difficulty remembering several steps of a task Can't remember order of steps Auditory Processing May be diagnosed with Central Auditory Processing Disorder (CAPD) Unable to understand some sound sequences Poor language comprehension Behavior Hyperactivity and attention deficits May have attachment disorder (an indiscriminate attachment to people or objects) Failure to attach to people or objects Difficulty learning from consequences Vulnerable and naive Stunted social development and social withdrawal Immature behavior Emotional outbursts Poor impulse control Poor judgment Hyperactivity, inability to concentrate, and short attention span Extreme nervousness and anxiety Difficulty building and maintaining friendships and relating to groups Fetal Alcohol Spectrum Disorder (FASD) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Cognitive Development Develop schedules to help plan and organize activities that involve several step s, such as getting ready for school, which can also help shift attention to the next activity. Post reminder strips of steps involved in everyday tasks. Use picture cards as reminders. Teach reading and search order to help with math and reading skills. Allow practice and repeat actions to reinforce learning. Use the student s preferences and interests to build lessons (get input from paren ts). Allow student time to complete tasks and practice skills at own pace. Acknowledge level of achievement by being specific. Be specific when giving praise and feedback. Break down tasks into smaller steps.

Demonstrate steps, and then have student repeat the steps, one at a time. Be as concrete as possible. Demonstrate what you mean rather than giving directions verbally. Show a picture when presenting new information verbally. Provide hands-on materials and experiences. Share information about how things work. Pair student with a buddy who can assist with keeping the student on track. Be consistent with classroom routines. Set a routine so student knows what to expect. Provide a visual schedule of activities that can be understood by the student (u sing photos, icons). Use a visual timer so student knows when an activity will be over and they can t ransition to the next task. Use age appropriate materials. Use short and simple sentences to ensure understanding. Repeat instructions or directions frequently. Ask student if further clarification is necessary. Keep distractions and transitions to a minimum. Teach specific skills whenever necessary. Provide an encouraging and supportive learning environment. Do not overwhelm a student with multiple or complex instructions. Speak more slowly and leave pauses for student to process your words. Speak directly to the student. Speak in clear short sentences. Ask one question at a time and provide adequate time for student to reply. Motor Development Plan physical activities for times when the student has the most energy. Provide simple, fun obstacle courses that the student is capable of completing. Provide daily opportunities and activities for children to use handheld tools an d objects. Use songs with finger plays to develop fine motor skills. Use materials such as a non-slip mat under drawing paper, thick crayons, and thi ck handled paint brushes that are easy to grasp. Incorporate singing and dancing into many activities. Place objects in student s hand to hold and feel. Give student blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives. Plan daily physical activities, and take students outside to run, climb and jump around. Have student practice buttoning and unbuttoning, zippering clothes or opening an d closing a door. Use activities that involve cutting, pasting, drawing and writing. Model and use activities with drawing and writing tools. Medical Problems Communicate with parents/caregivers about medications and side effects. Have a schedule for active and quiet times. Model and talk about healthy eating habits with students. Provide nutritious snacks and meals. Make parents aware of health concerns that could affect a child s development (e.g . changes in diet, hearing, vision). Provide parents with information about health, medical, and dental resources. Visual / Spatial Skills Use visual discrimination games such as matching and I spy. Play card games.

Use puzzles, mazes, and patterning activities. Provide opportunities for copying (pictures and words). Use matching activities (letters, and shapes). Have student use grid or graph paper to align numbers and letters. Auditory Processing Deliver information in both visual and oral formats. Use large clear pictures to reinforce what you are saying. Speak slowly and deliberately. Paraphrase back what the student has said. Clarify types of communication methods the student may use. Label areas in the room with words and pictures. Use sequencing cards to teach order of events. Develop a procedure for the student to ask for help. Speak directly to the student. Have easy and good interactive communication in classroom. Be aware that the student may require another form of communication. Encourage participation in classroom activities and discussions. Model acceptance and understanding in classroom. Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided. Use gestures that support understanding. Model correct speech patterns and avoid correcting speech difficulties. Be patient when student is speaking, since rushing may result in frustration. Focus on interactive communication. Use active listening. Behavior Structure the environment to be predictable, with minimal distractions. Prepare student for changes in routine. Provide interaction with non-disabled peers as role models for social, communica tion, and behavior skills. Develop a behavior management system that provides structure and consistency. Value and acknowledge the student s efforts. Provide opportunities for students to interact directly with each other. Teach student to express his / her feelings in age-appropriate ways. Ask student to imagine how their behavior might affect others. Have students make a friend book with students from the class. Comment on or describe what the student is doing (be specific). When dealing with conflict, explain what happened in as few words as possible an d use a calm, not-angry voice. Point out consequences of the student s behavior. Brainstorm better choice(s) with the student. Use language to describe feelings and experiences. Put student s feelings into words. Read books about feelings. Explain your reasons for limits and rules in language that the student can under stand. Model the benefits involved in cooperating. Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit. Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.

Intellectual Disability Characteristics Intellectual disability occurs before age 18, and is characterized by delayed de velopment in intellectual functioning and adaptive behavior. The intellectual di sability may vary from mild to profound. Adaptive behavior includes skills that people learn so that they can function in their everyday lives. This delayed dev elopment is reflected in low performance across academic and other skill areas, as well as significantly lower scores on measures of intelligence and adaptive b ehavior, when compared with students who are not identified with intellectual di sabilities. Depending on the local school district, criteria for Intellectual Disability eli gibility will often require that the child is about 2-4 years behind, or has an IQ below 70-75. A score of approximately 70 or below in an intelligence test is considered to be below average intellectual functioning. Students with intellectu al disabilities have a measured IQ that is lower than 98% of the school-age popu lation. A standardized test of adaptive behavior is used to determine if the chi ld has deficits in conceptual, social, and practical skills that are significant ly below average. Intellectual Functioning 2-4 years behind in all areas of cognitive development (e.g. reasoning, problemsolving, working memory) Low achievement in most or all academic areas (e.g. reading comprehension, mathe matics, written expression) Short attention span and easily distractible Delays in speech development May not be confident in school and is easily frustrated Difficulties with learning concepts Academic difficulties last across the school years May seem to learn more slowly than do other students Difficulty with working memory tasks (e.g. math facts or spelling words) May seem to remember information one day, and forget it the next Difficulty using academic strategies (e.g. note taking, memorizing definitions) Difficulty with generalization of information to other material Difficulty generalizing material learned in one setting to another (e.g., from s chool to the community) Difficulties with more advanced academic skills related to content (e.g. math wo rd problems, identifying themes and symbols in literature) Delays in language may affect reading May have difficulty comprehending and summarizing what has been read Weak vocabulary (knowledge of words) May operate at a concrete rather than abstract level of thinking Adaptive Behavior (communication, socialization, daily living, behavior) Difficulty bathing, dressing, grooming, and / or feeding one s self Language may be slow to develop Speech may be delayed, or there may be no speech at all Difficulty understanding and using language (verbal and nonverbal) Social skills may be poor (relationships with family and friends) May misinterpret the intentions of others May not understand how to pay for things May lack understanding of personal safety or community navigation issues Has trouble linking actions to consequences May be clumsy May use simple language with short sentences

May need reminders about hygiene - washing hands, brushing teeth, etc. Exhibits problem behaviors and some immaturity Displays some obsessive / compulsive behaviors Difficulty following rules and routines Categories of mild, moderate, severe and profound levels of intellectual disabil ity are defined on the basis of IQ scores. Some students will require greater su pport than others will. Mild Intellectual Disability A mild intellectual disability is defined as an IQ between 50 and 70. Can independently participate in most leisure activities within their communitie s Will have important relationships with the people in their life May struggle in certain social situations May marry and raise a family with support May have a job suited to their skills May live and travel independently with support May need help to handle money and to plan and organize their daily routine May learn to read and write in appropriate educational setting Likely to develop reading, writing, and math skills at a basic level Moderate Intellectual Disability A moderate intellectual disability is defined as an IQ between 35 and 50. Will have important relationships with the people in their life May learn to navigate their community and travel with support Will have difficulty planning trips and handling money independently Will recognize environmental print (e.g. signs, logos, sight words) in daily lif e Will need visual prompts such as daily schedules and pictures of routines Will need support in their daily lives May display independence in certain daily living activities, such as dressing an d bathing Severe or Profound Intellectual Disability A severe intellectual disability is defined as an IQ between 20 and 35. A profou nd intellectual disability is defined as an IQ below 20. Will have important relationships with the people in their life May have little or no speech and will rely on gestures, facial expressions, and body language to communicate needs or feelings Will require functional communication systems (e.g. low or high tech augmentativ e communication devices) in order to express their wants and needs Will need visual prompts such as daily schedules and pictures of routines Will require extensive support with daily living activities throughout their lif e Intellectual Disability Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Learning & Academics Use short and simple sentences to ensure understanding. Repeat instructions or directions frequently.

Ask student if further clarification is necessary. Keep distractions and transitions to a minimum. Teach specific skills whenever necessary. Provide an encouraging and supportive learning environment. Use alternative instructional strategies and alternative assessment methods. Explicitly teach organizational skills. Keep conversations as normal as possible for inclusion with peers. Teach the difference between literal and figurative language. Direct student s attention to critical differences when teaching concepts. Remove distractions that may keep student from attending. Increase difficulty of tasks over time. Teach student decision-making rules for discriminating important from unimportan t details. Use strategies for remembering such as elaborative rehearsal and clustering info rmation together. Use strategies such as chunking, backward shaping (teach the last part of a skil l first), forward shaping, and role modeling. Use mnemonics (words, sentences, pictures, devices, or techniques for improving or strengthening memory). Intermix high probability tasks (easier tasks) with lower probability tasks (mor e difficult tasks). Use concrete items and examples to explain new concepts. Do not overwhelm a student with multiple or complex instructions. Be explicit about what it is you want the student to do. Do not assume that the student will perform the same way today as they did yeste rday. Ask student for input about how they learn best, and help them to be in control of their learning. Put all skills in context so there is a purpose for learning certain tasks. Involve families and significant others in learning activities. Develop a procedure for the student to ask for help (e.g. cue card, raising hand ). When it appears that a student needs help, discretely ask if you can help. Be aware that a student may be treated with medications that could affect perfor mance and processing speed. Maintain high yet realistic expectations to encourage social and educational pot ential. Proceed in small ordered steps and review each frequently. Emphasize the student's successes. Consider alternate activities that would be less difficult for the student, whil e maintaining the same or similar learning objectives. Provide direct instruction in reading skills. Offer "standard" print and electronic texts. Provide specific and immediate corrective feedback. Encourage students to use relaxation and other stress reducing techniques during exams. Allow more time for examinations, tests, and quizzes. Show what you mean rather than just giving verbal directions. Use visual supports when relating new information verbally. Provide the student with hands-on materials and experiences. Break longer, new tasks into small steps. Demonstrate the steps in a task, and have student perform the steps, one at a ti me. Address the student and use a tone of voice consistent with their age. Speak directly to the student. Avoid long, complex words, technical words, or jargon. Ask one question at a time and provide adequate time for student to reply. Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to promote u nderstanding. Target functional academics that will best prepare student for independent livin

g and vocational contexts. Socialization Provide frequent opportunities for students to learn and socialize with typicall y developing peers. Involve the student in group activities and clubs. Provide daily social skills instruction. Directly teach social skills, such as turn-taking, social distance, reciprocal c onversations, etc. Break down social skills into non-verbal and verbal components. Explains rules / rationales behind social exchanges. Provide frequent opportunities to practice skills in role-playing situations. Provide opportunities to practice skills in many different environments. Serve as a model for interactions with students. Value and acknowledge each student s efforts. Provide many opportunities for students to interact directly with each other. Work to expand the young child s repertoire of socially mediated reinforcers (e.g. tickling, peek-a-boo, chase, etc.). Ask students to imagine how their behavior might affect others. Specifically comment on and describe what the student is doing. Model tolerance and acceptance. Provide opportunities for students to assume responsibilities, such as distribut ing papers. Teach other students to ignore inappropriate attention-seeking behaviors. Have other students (who demonstrate appropriate behavior) serve as peer tutors. Be aware that some students may work better alone. Carefully consider and monitor seating arrangements in the classroom. If student is motivated by adult or peer attention, find ways to recognize posit ive contributions. *Social Stories can be used to teach social skills to children with such disabil ities as autism or intellectual disability. A situation, which may be difficult or confusing for the student, is described concretely. The story highlights soci al cues, events, and reactions that could occur in the situation, the actions an d reactions that might be expected, and why. Social stories can be used to incre ase the student s understanding of a situation, make student feel more comfortable , and provide appropriate responses for the situation. We recommend that you in corporate visuals into the stories as well. These visuals can be drawings creat ed by the student, imported images from Google, picture symbols / icons, or phot ographs. Communication Ensure that the student has a way to appropriately express their wants and needs . If the student is non-verbal, identify and establish an appropriate functional c ommunication system (e.g. sign language, Picture Exchange Communication System ( PECS), voice output, etc.). Understand that picture schedules and functional communication systems are NOT t he same thing; they do not serve the same purpose. Develop a functional communication system that is easily portable. If the child is non-verbal, ensure that the child has access to their communicat ion system across all contexts, all of the time. Reinforce communication attempts (e.g. their gestures, partial verbalizations) w hen the child is non-verbal or emerging verbal. Paraphrase back what the child has said or indicated. Label areas in the room with words and pictures. Use sequencing cards to teach the order of events. If you do not understand what the student is saying, ask them to repeat what the

y have just said. Ask student to show you how they say yes and no and then ask yes/no questions. Engage students in role-plays to target reciprocal conversation skills. Program for generalization of communication skills across all contexts. Use large clear pictures to reinforce what you are saying. Speak clearly and deliberately. Paraphrase back what the student has said. Clarify types of communication methods the student may use. Reinforce communication attempts (e.g. their gestures, partial verbalizations) w hen the student is non-verbal or emerging verbal. Provide puppets/pictures as props when using finger plays and songs. Develop a procedure for the student to ask for help (e.g. raising hand, signal c ards). Speak directly to the student. Model clear speech and correct grammar. Establish easy and good interactive communication in classroom. Consult a speech language pathologist concerning your class. Be aware that some students may require another form of communication. Encourage participation in classroom activities and discussions. Model acceptance and understanding in classroom. Use gestures that support understanding. Be patient when the student is speaking, since rushing may result in frustration . Focus on interactive communication. Use active listening. Incorporate the student s interests into conversational exchanges. Use storybook sharing in which a story is read to the student and responses are elicited (praise is given for appropriate comments about the content). Daily Living Break down / task-analyze skills into steps. Model targeted skills, then provide practice opportunities. Use visual schedules with pictures / icons to demonstrate each step. Systematically fade prompts to promote independence. Teach occupational awareness and exploration, as appropriate. Teach material in relevant contexts. Reinforce students for generalizing information across material or settings. Provide many opportunities for students to apply information they have learned. Explicitly teach life skills related to daily living and self-care. Plan experiences that are relevant to the student's world. Find ways to apply skills to other settings (field trips). Minimize distractions and the possibility for over-stimulation. Teach and model personal hygiene habits such as washing hands, covering mouth an d nose when sneezing or coughing, and dental care. Arrange the environment so students have many opportunities to practice personal care and self-help skills. Teach and model rules and practices for bus safety, safety outside, staying with the group, and safety in the classroom. Teach students to provide personal identification information when asked. Teach and model procedures for dealing with potentially dangerous situations, in cluding fire, severe weather, and strangers. Behavior Model desired behaviors, and clearly identify what behaviors you expect in the c lassroom. Use behavior contracts or token economies if necessary. Ensure consistency of rules and routine. Reinforce desirable behaviors that serve as alternatives to inappropriate behavi

ors. Ensure that the student knows the day's schedule at the start of each day and ca n reference schedule throughout day. Have a "hands to yourself" rule to respect personal space of all students. Ensure understanding of all assignments and tasks (and materials needed). Ensure consistency of expectations among all staff. Create a structured environment with predictable routines. Create a visual / picture schedule with daily routine. Allow students opportunities to move during instruction. Use visual organizers to help the student evaluate appropriate alternatives to m aladaptive behavior. Create a calming area or a sensory area. Explicitly teach and practice coping, calming strategies. When dealing with conflict, explain what happened in as few words as possible an d use a calm, not-angry voice. Point out consequences of the student s behavior. Brainstorm better choice(s) with students. Use language to describe feelings and experiences. Explain your reasons for limits and rules in language that students can understa nd. Model the benefits involved in cooperating. Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit. Behavior management techniques can be used in the home, school, and community se ttings. Functional Behavior Assessments/Behavior Intervention Plans can be creat ed by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. Specific Learning Disability (SLD) Characteristics A learning disability is a processing disorder which affects the ability to unde rstand or use language, and may result in difficulties in listening, thinking, s peaking, reading, writing, spelling, and mathematics. Students with learning dis abilities usually have average or above average intelligence. There seems to be a gap between the student s ability and actual achievement. Students with learning disabilities display one or more of the following primary characteristics: Reading problems (decoding and / or comprehension), difficulti es in written language, and underachievement in math. Secondary characteristics might include poor social skills, inattention, hyperactivity, and behavioral pr oblems. A student can be found eligible for special education services as a stud ent with a specific learning disability in one or more of the primary areas, if the student s education is adversely affected. Reading Difficulties learning to read by the first grade Inability to accurately and fluently decode single words Difficulties understanding structure of words May have difficulties in visual naming speed (the ability to quickly name items) Difficulties with reading comprehension (phrases, sentences, paragraphs, and sto ries) May struggle to accurately summarize or paraphrase what they just read May have trouble learning the alphabet or connecting letters to sounds May make many mistakes when reading aloud, and repeat and pause often May have trouble remembering the sounds that letters make May have trouble hearing slight differences between words

May have trouble understanding jokes, comic strips, and sarcasm May mispronounce words or use a wrong word that sounds similar May not be able to retell a story in order May be slow to learn rhymes, numbers, letters, colors, and/or shapes Pronunciation and/or vocabulary issues Inability to discriminate between/among letters, numerals, or sounds May have dyslexia, a specific learning disability (difficulties with word recogn ition, poor spelling, and decoding abilities) Written Language Performs poorly across most writing tasks, especially vocabulary, grammar, punct uation, and spelling May use minimal planning, effort, and strategies when writing May use an approach when writing in which they write down whatever they remember with no planning or organization Reverses letters Produces poorly organized writing products May have very messy handwriting or hold a pencil awkwardly May have a limited vocabulary and struggle with language Eye-hand coordination problems Poor overall coordination Difficulties with fine motor skills Cannot copy accurately, eyes hurt and itch May have trouble organizing thoughts when speaking, or not be able to think of a word for writing or conversation May have dysgraphia, a writing disorder Mathematics Difficulty with number concepts Difficulties in memorizing number facts and solving word problems Doesn't make connections, such as 5+3=8 and 3+5=8 Has difficulty comparing things, or classifying and sorting items Difficulty with time concepts (before, after, tomorrow, last week) May confuse math symbols and misread numbers May struggle to solve multi-step problems May struggle to extract and manipulate important information from word problems May have dyscalculia ( problems with arithmetic and math concepts) Socialization May struggle to accurately interpret non-verbal cues (e.g. gestures, facial expr essions) May have low social status, few positive interactions at school, difficulty maki ng friends, and seem lonely May not display appropriate verbal and non-verbal cues in conversations Might misunderstand jokes, puns, idioms, sarcasm, etc. May not follow the social rules of conversation, such as taking turns May stand too close to a listener May have a non-verbal learning disability (difficulties recognizing and translat ing nonverbal cues into meaningful information) Attention & Behavior May have difficulty attending to a task High rates of movement (hyperactivity) Short attention span Poor memory Difficulty following directions

May display behavioral problems in the classroom Difficulty following multi-step instructions Often seems slow to respond Comments may seem off topic Often requires a great deal one to one support for understanding May be diagnosed as having Attention Deficit Disorder (ADD) Specific Learning Disability (SLD) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Academics & Organization Break learning tasks into small steps. Probe regularly to check understanding. Provide regular quality feedback. Present information visually and verbally. Use diagrams, graphics and pictures to support instruction. Provide independent practice. Model what you want students to do. Clearly define and post classroom expectations for work and behavior. Explicitly teach study and organizational skills. Teach student how to use planner or agenda to record assignments and due dates. Provide prompts of strategies to use and when to use them. Ask process-type questions such as How is that strategy working? Use Direct Instruction. Provide simple instructions (preferably one at a time). Sequence slowly, using examples. Speak clearly and turn so students can see your face. Allow time for students to process requests and allow them to ask questions. Use graphic organizers to support understanding of relationships between ideas. Use adaptive equipment if appropriate (books on tape, laptop computers, etc.). Ask questions in a clarifying manner, then have student describe understanding o f the questions. Use an overhead projector with an outline of the lesson or unit of the day. Reduce course load. Provide clear photocopies of notes and overhead transparencies. Provide a detailed course outline before class begins. Keep oral instructions logical and concise and reinforce them with brief cue wor ds. Repeat or re-word complicated directions. Frequently verbalize what is being written on the board. At the end of class, summarize the important segments of each presentation. Eliminate classroom distractions (e.g. excessive noise, flickering lights, etc.) . Give assignments both in written and oral form. Have more complex lessons recorded and available to the students. Have practice exercises available for lessons, in case the student has problems. Have student underline key words or directions on activity sheets (then review t he sheets with them). Provide and teach memory strategies, such as mnemonic strategies and elaborative rehearsal. Write legibly, use large type, and do not clutter the board. Assist the student in borrowing notes from a peer if necessary.

Clearly label equipment, tools, and materials, and use color-coding. Consider alternate activities/exercises that can be utilized with less difficult y for the student, while maintaining the same or similar learning objectives. Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented. Provide a peer tutor or assign the student to a study group. Allow the student to use a tape recorder. Use specific language and state expectations. Reading Provide a quiet area for reading activities. Use books on tape, and books with large print and big spaces between lines. Provide a copy of class notes to student. Allow alternative forms for book reports. Have students use both visual and auditory senses when reading text. Present material in small units. Use graphic organizers to connect ideas. Read and share stories with students. Provide students with chapter outlines or study guides that highlight key points in their reading. Announce reading assignments well in advance. Offer to read written material aloud, when necessary. Share informational texts and invite students to wonder about the new ideas pres ented. Point out ways in which reading is important in everyday life (e.g., on labels, instructions, and signs). Teach students how books are organized. Use stories that have predictable words and words that occur frequently in the t ext. Label objects in classroom. Help students notice the letters in the environmental print that surrounds them. Engage students in activities that help them learn to recognize letters visually . Teach students to attend to the sounds in language. Model and demonstrate how to break short sentences into individual words. Have students clap out syllables and listen for and generate rhymes. Focus on activities that involve sounds of words, not on letters or spellings. Model specific sounds, and ask students to produce each sound in isolation. Teach students to blend, identify sounds, and break up words into sounds. When teaching the letters of the alphabet, activities should be explicit and una mbiguous. When teaching decoding, begin with small, familiar words. Model sounding out words, blending the sounds together, and saying the word. Have students read new stories and reread old stories every day to build fluency . Engage students in discussion of reading topics that are of interest. Provide high interest reading selections whenever possible. Model comprehension strategies and provide students with guided assistance. Point out how titles, headings, and graphics reveal main ideas and tell what a b ook is about. Teach students to identify main ideas presented in the text, as well as the supp orting details. Point out unfamiliar words, revisit them, and explore their meaning. Teach students to use contextual clues to figure out meanings of unfamiliar word s. Build background for reading selections and create a mental scheme for text orga nization. Set a purpose for reading to gain meaning from text.

Writing Use oral exams in place of written exams when possible. Allow use of tape recorder in class. Assign a note taker for student. Provide notes or outlines to reduce the amount of writing. Provide a partially completed outline that allows student to fill in details und er major headings. Allow use of a laptop or other computer for writing assignments. Provide computer with spell check, grammar, and cut and paste features. Reduce copying that the student is required to do (e.g. offer pre-printed math p roblems). Have wide rule paper, graph paper, and pencil grips available. Provide alternatives to written assignments (video-taping or audio recording). Use mnemonic devices to teach writing process (e.g. COPS: Capitalization, Organ ization, Punctuation, Spelling). Teach students spelling conventions systematically, such as the silent e rule. Allow the student to use print or cursive. Teach pre-organization strategies, such as use of graphic organizers. Use a speech recognition program combined with the word processor so students ca n dictate rather than type (for older students). Do not count off for poor spelling on first drafts, in-class assignments, or on tests. Have student proofread papers using a checklist (not immediately after writing). Shorten writing assignments and allow extra time if necessary. Have students complete writing tasks in small steps. Stress or de-emphasize certain task requirements during a complex assignment. Allow use of abbreviations in writing assignments, and have student keep a list of appropriate abbreviations available. Mathematics Allow use of fingers and scratch paper. Use diagrams and draw math concepts. Present activities that involve all sensory modalities auditory, visual, tactile , and kinesthetic. Arrange peer assistance and tutoring opportunities. Have graph paper available so students can align numbers in math problems. Use colored pencils to differentiate problems. Offer manipulatives throughout instruction. Teach students to draw pictures of word problems. Use mnemonic devices to teach steps of a math concept (e.g. order of operations: Please Excuse My Dear Aunt Sally ). Use rhythm and music to teach math facts and to set steps to a beat. Schedule computer time for drill and practice with math facts. Practice new strategies until students are comfortable with them. Explain why learning math strategies are important while teaching, and match str ategies with the material. Encourage and monitor use of strategies to ensure correct usage and generalizati on. Teach students to understand the problem, develop a plan to solve the problem, c arry out the plan, and look back to be sure the answer solves the problem. Use materials such as games for practice, which are interactive and motivational . Use distributed practice, meaning practice in small increments (e.g. two 15-minu te sessions per day, rather than an hour session three times a week). Use small numbers of math facts per group for mastery, and frequently practice w ith mixed groups.

Emphasize "reverses," or "turnarounds" (e.g., 1+ 2/2 + 1, 1x2/2x1) in vertical, horizontal, and oral formats. Have students self-chart progress by keeping track of how many and which facts a re mastered, and how many more there are to go within a unit. Testing & Accommodations Avoid overly complicated language in test questions and clearly separate items w hen spacing them on the exam sheet. Consider other forms of testing (oral, hands-on demonstration, open-book etc.). Eliminate distractions while students are taking exams. For students who may have difficulty transferring answers, avoid answer sheets. Allow student to write answers on the test. For students who have reading difficulties, have a proctor read the test to the student. For students with writing difficulties, have someone scribe the answers for them or use a tape recorder. Provide study questions for exams that demonstrate the format along with the con tent of the exam. Teach students how to proofread assignments and tests. Allow students to use a dictionary, thesaurus, or a calculator during tests. Develop a scoring guide, share it with students, and provide models of examples of each level of performance. Speech or Language Impairment (SLI) Characteristics Speech or Language Impairment is a problem in communication,and can refer to a c hild s language development being significantly below age level. A child's commun ication is considered delayed when the child is noticeably behind peers in the d evelopment of speech and/or language skills. Causes of speech and language diso rders can include hearing loss, brain injury or disorder, intellectual disabilit y, drug abuse, physical impairments (such as cleft lip or palate), and vocal iss ues. The cause may also be unknown. A speech disorder refers to difficulties producing speech sounds or problems wit h voice quality. A language disorder refers to difficulties in the ability to u nderstand (receptive language) and/or use words or express thoughts (expressive language). Sometimes a child will have both language and speech delays. In most local school districts, speech/language pathologists will conduct testing which helps to determine if there is a disorder. Speech or language impairment is one of the categories of disability specified i n IDEA. This means that a child with a speech or language impairment may be elig ible for special education and related services if it adversely affects their ed ucation. Language Noticeably behind other students in speech and/or language skills development May have a learning disability (difficulties with reading or written language) w ith average intelligence Improper use of words and their meanings Inability to express ideas Inappropriate use of grammar when talking or writing Inability to follow directions Difficulties in understanding and/or using words in context, both verbally and n onverbally May hear or see a word but not be able to understand its meaning May have trouble getting others to understand what they are trying to communicat

e Has difficulty remembering and using specific words during conversation, or when answering a question Asks questions and/or responds to questions inappropriately Has difficulty discriminating likenesses and differences Has difficulty breaking words into sounds and syllable Has difficulty with concepts of time, space, quantity, size, and measurement Has difficulty understanding and using complex sentences Has problems understanding rules and patterns for word and sentence formation Cannot identify pronouns Cannot retell the events in a story in order Cannot make predictions, make judgments, draw conclusions Difficulties with figurative language (such as alliteration, similes, metaphors, personification, and idioms) Cannot give clear directions Cannot summarize essential details from hearing or reading a passage, nor distin guish relevant from irrelevant information Has difficulty understanding and solving math word problems (one or multi-step) Will not initiate conversations Has difficulty reading what others communicate through facial expressions and bo dy language Repeats what is said or what is read, vocally or subvocally (under breath) Uses gestures when talking or in place of talking Is slow to respond during verbal interaction or following verbal cues Cannot identify or use different language in written work (expository, descripti ve or narrative) Cannot write an organized paragraph Speech Noticeably behind other students in speech and/or language skills development Trouble forming sounds (called articulation or phonological disorders) Difficulties with the pitch, volume, or quality of the voice May display stuttering (dysfluency), an interruption in the flow of speech Omits or substitutes sounds when pronouncing words May have trouble getting others to understand what they are trying to say May have trouble with the way their voice sounds Is echolalic (repeats speech) Does not use appropriate speaking volume (too loud or too soft) May have breathy, harsh, husky or monotone voice Continually sounds congested Sounds nasal and voice may have a "whining" quality Has abnormal rhythm or rate of speech Frequently prolongs or repeats sounds, words, phrases and/or sentences during sp eech Has unintelligible (cannot be understood) or indistinct speech Academics & Behavior Overall academic achievement may be lower than expected Word knowledge may be below expectancy Word substitutions may occur frequently in reading and writing (when copying) Hesitates or refuses to participate in activities where speaking is required Is inattentive and has difficulty with concentration May not initiate or maintain eye contact May become easily frustrated Has difficulty following directions Must be "shown" what to do Has trouble understanding information from what is seen, heard or felt May be embarrassed by speech, regardless of age

Acts impulsively, and may respond before instructions are given out May isolate themselves from social situations Physical May be conditions in the student's medical/developmental history, such as cleft lip and/or palate, cerebral palsy, muscular dystrophy, brain injury or disorder, aphasia, hearing loss, ear surgery, facial abnormalities, or congenital (presen t at birth) disorders Has frequent allergy problems or colds Has oral muscular coordination slower than normal Displays clumsiness or seems to be uncoordinated Speech or Language Impairment (SLI) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Language Focus on interactive communication. Use active listening. Incorporate the student s interests into speech. Ensure that the student has a way to appropriately express their wants and needs . Reinforce communication attempts (e.g. their gestures, partial verbalizations) w hen the student is non-verbal or emerging verbal. Paraphrase back what the student has said or indicated. Use storybook sharing in which a story is read to student and responses are elic ited (praise is given for appropriate comments about the content). Ask open-ended appropriate questions. Use linguistic scaffolding techniques that involve a series of questions. Use language for social interaction and to resolve conflicts. Emphasize goals and tasks that are easy for the student to accomplish. Work at the student's pace. Present only one concept at a time. Have speech therapist present language units to the entire class. Use computers in the classroom for language enhancement. Encourage reading and writing daily. Use tactile and visual cues (e.g., pictures, 3-D objects). Incorporate vocabulary with unit being taught. Provide fun activities that are functional and practical. Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performa nce). Speech Develop a procedure for the student to ask for help. Speak directly to the student. Be a good speech model. Have easy and good interactive communication in classroom. Consult a speech language pathologist concerning your assignments and activities .Be aware that students may require another form of communication. Encourage participation in classroom activities and discussions. Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving. Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided. Use a peer-buddy system when appropriate. Devise alternate procedures for an activity with student. Use gestures that support understanding. Model correct speech patterns and avoid correcting speech difficulties. Be patient when student is speaking, since rushing may result in frustration. Academics & Behavior Reduce unnecessary classroom noise as much as possible. Be near the student when giving instructions and ask the student to repeat the i nstructions and prompt when necessary. Provide verbal clues often. Provide a quiet spot for the student to work if possible. Speak clearly and deliberately. Provide visual cues - on the board or chart paper. Redirect the student frequently and provide step by step directions - repeating when necessary. Allow students to tape lectures. Allow more time for the student to complete activities. Modify classroom activities so they may be less difficult, but have the same lea rning objectives. Allow more time for the student to complete assignments and tests. Design tests and presentations that are appropriate for the student (written ins tead of oral). Divide academic goals into small units, utilizing the same theme. Provide social and tangible reinforcers. Focus on the student's strengths as much as possible. Have the student sit in an accessible location to frequently monitor their under standing. Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text. Have routines that students can follow. Use a visual reminder of the day's events to help with organization. Establish communication goals related to student work experiences and plan strat egies for the transition from school to employment and adult life. Physical Be aware that because of the way the brain develops, it is easier to acquire lan guage and communication skills before the age of five. Be aware that if children have muscular disorders, hearing problems, or developm ental delays, their acquisition of speech, language, and related skills may be a ffected. Use augmentative communication systems to ensure that nonverbal students and stu dents with severe physical disabilities have effective ways to communicate. Ensure that the student has access to their (portable) communication system acro ss all contexts, all of the time. Traumatic Brain Injury (TBI) Characteristics Traumatic Brain Injury is a condition caused by a head injury that results in la sting damage to the brain. This injury disrupts normal brain functioning and may permanently impact how a person acts, moves, and/or thinks. Traumatic brain injury is one of the categories of disability specified in IDEA.

This means that a child with traumatic brain injury may be eligible for special education and related services if it adversely affects their education. A traumatic brain injury often impacts functioning in the following areas: Memory and cognition, social skills, emotional regulation, attention, behavior, speech and language, and physical health. Memory and Cognition Difficulty with logic, problem solving, and reasoning Slower to respond, react and complete activities and tasks Difficulty remembering facts, procedures, events, etc. Frequently struggles with grade level work Difficulty storing new information, working memory deficits Difficulty retrieving old information May be disoriented with time, places, and people Difficulty sequencing events Physical and verbal perseverations (repeating a word, phrase, or action, over an d over again) Poor judgment and reasoning skills Social Skills and Emotional Regulation Inappropriate social behaviors Emotional responses may be unpredictable in nature and severity Difficulty regulating emotions May struggle to accurately interpret verbal and non-verbal cues Emotional responses may not "fit" the situation Emotional instability (happy one moment, sad the next) May exhibit signs of poor self-concept, depression, isolation, withdrawal, and p aranoia Inattention and Impulsivity Difficulty focusing attention May have difficulty controlling impulses, thoughts, and feelings Injury and memory loss may impact successful use of behavior modification strate gies Distracted by internal and external events and thoughts Speech & Language May have speech and language deficits (should be checked frequently) Difficulty speaking words or phrases Difficulty comprehending what others say May struggle to follow multi-step instructions Physical May struggle to process visual information (visual perceptual issues) May experience visual deficits such as double vision and partial loss of vision May have visual "blind spots" Possible coma could produce some slowing and lethargy Seizures are common following a head injury, and seizure medication may cause cog nitive dulling Difficulty staying awake Inability to recognize post-injury deficits Possible gross or fine motor deficits depending on what part of the brain was in jured (may have some paralysis) Short periods of disorientation or attention lapse May tire frequently and quickly

The symptoms of TBI can range in severity from mild to severe. Mild TBI: Fatigue Headaches Visual disturbances Memory loss Poor attention/concentration Sleep disturbances Dizziness/loss of balance Irritability/emotional disturbances Feelings of depression Seizures Possible coma Nausea Loss of smell Sensitivity to light and sounds Mood changes Getting lost or confused Slowness in thinking Moderate TBI: Results in permanent brain damage Produces lifelong deficits (to varying degrees) Death may occur Seizures Coma (to varying degrees) Confusion Difficulty with "thinking skills" (memory, attention, judgment) Blurred vision, loss of vision Change in hearing acuity Ringing in ears Slurred speech Difficulty understanding spoken language Difficulty processing sensory input (touch, smell, hearing, etc.) Personality changes Loss of taste and/or smell Paralysis Lethargy Loss of bowel/bladder control Dizziness Inappropriate emotional responses Severe TBI: Results in significant permanent brain damage May result in total loss of speech ability Produces lifelong deficits to a severe degree May require lifetime care and assistance Sustained loss of consciousness Can result in death Traumatic Brain Injury (TBI) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities!

Memory and Cognition Repeat instructions and directions as needed and provide one direction at a time . Remember that the student may take a longer amount of time to process informatio n. Have consistent routines and rules to promote procedural memory. Provide student with an outline so they can anticipate content and transition. Use pictures or visual cues to alert the student of the need to do something dif ferent. Practice systematic verbal rehearsal - student may have to "practice" a verbal c ue and what is expected. Teach memory strategies and memory tricks such as elaborative rehearsal, mnemoni cs, limericks, etc. Use a scribe or note-taker and have notes photocopied at the end of class to giv e to student. Check for understanding - recognition vs. recall. Modify work amounts and shorten assignments to the minimum necessary (increase g radually if student is successful). Be very specific and to the point - use simple, concrete language. Provide specific feedback on responses - state that an answer is correct or need s more input. Be aware that students are not likely to raise hands and ask questions. Be aware that students may ask the same question over and over because of poor s hort-term memory. Be prepared to accept inconsistencies in performance. Alert students to transition between classes (and remind them what class is next ). Allow student to tape-record lectures. Clearly define class requirements, exam dates, and when assignments are due. Provide handouts and visual aids. Allow student to take notes directly onto an outline. Use more than one way to demonstrate or explain information. Break information into small steps when teaching a new or relearned skill. State lesson objectives, review previous lesson, and summarize periodically. Review major points at the conclusion of each class lecture. Allow time for clarification of directions and important information. Provide study guides or review sheets for exams. Provide alternative means for the students to do tasks, such as dictation or ora l presentation. Provide verbal and visual reminders in class of impending deadlines and due date s. Write assignments on the board or pass them out in written form. Break tasks down for large projects or papers and set deadlines for each part. Allow the student more time to finish schoolwork and tests. Give the student written directions for multi-step tasks. Show the student how to perform new tasks, and provide examples. Have consistent routines and if the routine is going to change, let the student know ahead of time. When teaching a new skill, give the student many opportunities to practice the n ew skill, and check for generalization. Social Skills and Emotional Regulation Consider a modified schedule and / or a behavior plan. Start a behavior modification program for academic and/or social skills and have student chart their progress. Be aware that a previously effective behavior plan may not work due to memory de ficits. Talk with the student ahead of time and let them the discipline plan. Have student be prepared for schedule changes, such as late start, substitute te

acher, early dismissal, etc. Let student carry pictures of family and friends. Structure student's activities and schedule to reduce the number of unexpected c hanges and unstructured periods. Explicitly teach coping and de-escalation strategies. Engage the student in role-play scenarios to target specific social responses. Inattention and Impulsivity Allow the student more time to complete tasks and reduce the workload if needed. Avoid activities requiring the student to concentrate for long periods of time. Keep distractions to a minimum - use study carrels or room dividers as needed. Provide direct support in organizational strategies. Have student keep a planner or agenda, where all assignments are written down. Use a communication book with parents. Provide preferential seating. Arrange seating to allow for more space between students. Provide small group instruction. Provide the student with a written schedule and keep the schedule as consistent as possible. Provide an area for supplies and books (away from the student's work space). Select a classroom buddy. Limit task list to 5 things, and when each task is completed immediately erase t hat task or check it off. Gain the student's attention before speaking. Provide breaks as needed. Question the student to be sure the information was understood, and provide feed back. Use cueing systems in the form of assignment books and task cues on student's de sk. Provide verbal and written instructions. Shorten assignments and divide long assignments into parts. Use outlines, graphs, flow charts and models. Give short frequent quizzes, rather than all-inclusive exams. Accompany homework with written instructions. Always put written directions in the same place every time. Have a written schedule placed where it can be viewed every day. Teach student to use a system of reminders such as post it notes, white boards, daily planners, daily schedules, etc. Use highlighters to signal important points for easy reviewing. When teaching note taking, make sure notes answer all of the "WH" questions. Speech & Language Use mnemonic devices such as rhymes or songs to remember names. Read books and other materials that have pictures in them. Allow student to have processing time when you ask questions. Provide directions one at a time. Give directions in verbal and written form. Physical Realize that the student may get tired quickly, and let the student rest as need ed. Be aware of and use the student's best sensory modality (e.g. auditory, visual). Be aware of any medications the student takes and its side effects. Provide preferential seating if the student has visual difficulties. Be aware of any gross or fine motor difficulties.

Twice Exceptional (2e) Characteristics Twice exceptional students are gifted students with a wide range of disabilities . These disabilities could include a specific learning disability, visual or aud itory processing disorders, attention deficit disorder, autism, emotional distur bance (which might include Tourette Syndrome or OCD), visual impairment, or hear ing impairment. The term is often abbreviated as 2e, and is used to refer to hig h-ability children who have learning difficulties. These students are exceptiona l both because of their intellectual ability and because of their special needs. Academic Strengths Superior vocabulary Visual spatial abilities Problem-solving and reasoning abilities Strong abstract reasoning and ability to generalize Strong insight into high-level complex thinking tasks Tend to have more creative and productive interests, or specific talents Tend to have a consuming interest area Learning characteristics resemble those of high-ability students (in non disabil ity areas) Sophisticated sense of humor Extensive background information and vocabulary Extremely curious, imaginative, and questioning Can conceptualize quickly and see patterns and relationships easily Enjoy the challenge of independent problem-solving Make connections between events, ideas, and situations See the big picture ( whole-to-part thinking) Use creativity and imagination, and often share interesting or out-of the box idea s Math Display strong grasp of concepts and abstract reasoning, leads to problem-solvin g ability Demonstrate high-level thinking (logically and symbolically) Generate new or alternative solutions to problems Generalize and apply math concepts to new situations Good long-term memory Reading Demonstrate strong listening comprehension skills Make connections, use inferential thinking, and make insights Use high-level vocabulary and share background knowledge Participate in high-level discussion and questioning Grasp themes and get the main idea May be a superior reader Good comprehension, vocabulary, background knowledge, and use of context Writing Demonstrate creativity and have original ideas Generate content, ideas, and information Verbally elaborate and provide unlimited description and detail Use high-level vocabulary Academic Needs Problems with organization and study skills

Demonstrate deficiencies in tasks requiring memory and perceptual abilities Difficulty retaining and using information in working memory Poor recall of accurate or adequate details Inability to plan, initiate, organize, execute, and use thinking strategies (exe cutive functioning) Difficulty taking in, processing, and applying new information quickly (processi ng speed) Discrepancy between verbal and performance skills Poor performance in one or more academic areas Poor word-retrieval and idea organization Issues with auditory and sequential processing Math Issues with rote memory, sequential memory, working memory Difficulty with reading comprehension can impact ability to solve word problems Inability to show sequential thinking Problems with fine motor ability (using math tools and manipulatives) Written responses may be affected by spelling and mechanics Problems with computing activities Cannot retain and recall math facts Inability to show work and explain how answer was obtained Reading Poor phonemic awareness and decoding skills (phonics) Poor fluency when reading orally (pace and smoothness) Weaker comprehension (due to poor decoding and fluency) May fake reading in class Partial or limited understanding of material, misses content Writing Difficulty with written expression Difficulty with graphomotor speed (copying / writing tasks) Inability to get thoughts on paper in an organized fashion Cannot sequence and elaborate ideas Poor basic writing skills (capitalization, punctuation, and spelling) Handwriting can be large, messy, effortful, and slow Poor attention to detail and auditory processing weakness, which can affect note -taking Visual processing weakness, which can affect ability to understand handouts May exhibit minimal effort when writing Affective Characteristics May not complete assignments on time or at all Advanced ideas, but may seem stubborn and opinionated High levels of creativity and problem-solving ability, but often distracted Wide range of interests not related to school, while school performance is poor Poor social skills Highly sensitive to criticism Lack of organizational, time management, and study skills Poor attention may lead to lost papers, late work, lack of materials, overwhelme d attitude High impulsivity May be characterized as smart students or street smart with school problems Assume that learning tasks will be easy Not prepared for difficulties in disability areas Frustration, tension, and fear that leads to defensiveness May be aggressive, careless, and frequently off-task May cause classroom disturbances

May perceive themselves as academically deficient, which may increase school avo idance May feel shy and have poor academic self-concept Feel as if they do not fit in with peers Lack of relationships with teachers and peers May challenge information due to highly inquisitive nature May be passive aggressive, leading to frustration and bad habits Motivation is affected and may lead to don t care attitude May experience school failure

Twice Exceptional (2e) Strategies It is important to implement strategies that address the needs of the individual . We recommend that you apply these strategies across home, school, and communi ty contexts. Go to the Site Map for a full list of resources and activities! Learning and Academics Detect underlying skill deficits, such as difficulty with directions. Overview books, chapters and sections with students. Vary rates and sophistication of presentation. Encourage reading with a pencil, underlining, highlighting, color coding, and ma king notes in margins. Emphasize cognitive strategies over rote memory to teach facts, and help student s differentiate what must be memorized from what can be figured out. Don t over rely on memory, but emphasize logic. Encourage frequent self-testing using flash cards, tapes, etc. Provide clear, sequenced review sheets for tests with adequate spacing and clari ty. Emphasize higher-level thinking skills, such as problem-solving skills and diver gent thinking. Encourage students to work through a concept to discover the process, details, a nd deeper understanding. Allow student to pace learning. Provide access to enrichment, challenge, and rigor. Provide exposure to above-grade-level content in mathematics, reading/language a rts, science, or social studies, depending on student s strengths. Consider having student temporarily join a giftedness program and monitor perfor mance. Use curriculum compacting, activity enrichment, or acceleration to the next grad e level. When using compacting, conduct pre and post testing to adjust pacing. After direct instruction with a group, assign a specific number of practice prob lems. Use skill and strategy instruction and integrate and embed into high-level instr uction for a comprehensive approach. Use a multisensory approach to instruction. Focus on whole-to-part instruction and concepts vs. memorization of isolated fac ts. Use advance organizers, preview instructional units, and concept maps. Teach details in context. Use mnemonics, visual imagery, visual/verbal cues and prompts, notes, outlines, formula cards, cheat sheets , picture vocabulary, and word banks. Use open-ended assignments, and allow students to choose or change the product t o best illustrate and facilitate understanding of material.

Use independent study activities, in which students choose a concept they want t o study and the teacher facilitates the goals and organization of the content. Create learning centers for students to use, which allow students to share speci al interests with others while learning more about other subjects. Use brainstorming techniques to develop thinking processes and ability to solve problems. Use tiered lessons and multi-leveled activities, such as tic-tac-toe boards, lea rning cubes, etc. Facilitate discussion of students progress of material and ability to articulate their reasoning or conclusion to a problem or question. Incorporate cognitive challenges through use of Bloom's Taxonomy of Cognitive Pr ocesses. Use products that are real and relevant to the student whenever possible. Use conferencing to allow student to negotiate, review, and discuss work. Create multi-media products, such as dioramas, illustrations, speeches, centers, reports, movies, puppet shows, and plays. Allow reasonable and purposeful movement, including flexibility to work standing up. Math Reduce quantity of problems. Provide adequate space and graph paper. Read aloud word problems. Use calculators and charts. Use visuals, posters, reference sheets, and formula cards. Use 3-D models and adaptive tools to address fine motor difficulties. Useverbal elaboration and dictation. Teach use of symbols and pictures. Reading Avoid asking for oral reading, and provide quiet place to read. Use context clues for decoding and / or vocabulary. Encourage use of tape recorders for both note-taking and listening comprehension . Use recorded textbooks, movies, or videos. Allow movement while reading and listening. Pair delivery of visual and auditory information. Arrange collaborative learning through peer partners or groups. Provide adequate time for completion of reading assignment. Highlight critical information and preview vocabulary (provide in advance). Preview content to activate prior knowledge, and provide summaries. Use read aloud software and partner reading. Chunk assignments and reduce workload. Provide structure for note-taking. Use in-class read aloud. Provide external representations (e.g. graphic organizers, story maps). Writing Providecopies of notes, graphic organizers, outlines to complete, picture notes, and main ideas. Use verbal rehearsal. Give answers to a worksheet or homework in both visual and auditory forms. Provide extra time, reduce workload, and grade for content. Use verbal elaboration and provide outlines. Have a verbal prewriting conference. Provide quiet area to work, and use frequent checks. Use task analysis, checklists, rubrics, and examples of model papers. Ensure adequate space to write or attach extra paper. Reduce visual clutter, fold in half, and assign fewer problems / questions. If there are fine motor difficulties, provide an enlarged writing template / out

line. Provide computer, electronic spellers, or dictation to scribe devices. Consider alternatives to writing for demonstrating content knowledge. Use an individualized system for spelling, so there is a focus on building vocab ulary. Organization Use planning books and calendars, homework websites, homework buddy, frequent pr ogress reports, digital recorders, and daily check-in. Give daily help with maintenance of notebook and model notebook organization req uirements often. Use contracts for goal-setting, time-management and pacing of projects and paper s. Use task analysis and mini-deadlines. Label papers, and have a folder, tray, or section for all papers. Prompt student to submit work, and implement a clear routine for submitting work . Reduce workload or provide extended time. Keep assignments visible and accessible (ongoing list of assignments and due dat es). Use color coding and accordion files. Provide time to file things and to clean out (have a place for old stuff ). Have supplies ready, such as copies of texts for home and class. Provide study guides and outlines. Assign test preparation tasks such as the development of flashcards, writing tes t questions, practicing problems. Preview test questions, focusing on type and length. Provide a syllabus emphasizing primary ideas. Offer visual organizational strategies such as mind mapping, treeing, or webbing for note- taking or organizing background information. Teach research skills, and consider team teaching for major projects and papers. Divide assignments into small parts with a definitive time schedule. Photocopy research, and highlight main ideas and important details. Affective Characteristics Provide stimulating assignments and multisensory instruction. Use rubrics, contracts, observation, and testing, in which students can be invol ved in the evaluation process by helping to create criteria. Use flexibility, choices, communication, positive feedback, respect, and encoura gement. Provide reasonable or reduced workload, support, and feedback. Understand the student s interests and hobbies. Be aware of strengths and needs. Encourage student to create a better self-concept by building on strengths and b y emphasizing effort. Work with parents to comprehend the combination of giftedness and disability. Allow student to have choice and a voice in the classroom environment. Encourage acceptance of each student s ideas and opinions. Create a safe environment where students can freely brainstorm and suggest ideas . When appropriate, allow the class or group to come to conclusions together as a group, instead of all conclusions being teacher directed. Use competition in a way that empowers all students through the use of games. Facilitate groups where students can work together and interact. Establish goals for individual students, small groups, and whole class on assign ments. Use team building and praise incentives. Model appropriate responses to social situations.

Engage student in role-play opportunities to practice appropriate initiations an d responses in social contexts. Explain rules / rationales behind social exchanges. Explicitly target perspective-taking skills when needed.