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Chapter 9Appendices
9.1 - Acronyms
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| NEPSY |
Neuropsychological Development in Children Description: Measures basic and complex aspects of cognitive capacities that are critical to a child's learning in the areas of attention, language, sensorimotor skills, visuospatial processing, memory, and learning. Age Range: 3 - 12 years |
| D-KEFS |
Delis-Kaplan Executive Function System Description: Assesses higher level cognitive functions (reasoning, problem-solving, planning, etc.) Age Range: 8 - 89 years |
| WAIS - III |
Weschler Adult Intelligence Scale, 3rd Edition Description: Measurers general cognitive and intellectual ability, provides sub-measures in verbal and nonverbal reasoning skills. Age Range: 16 - 84 years |
| WISC - III |
Weschler Intelligence Scale for Children, 3rd Edition Description: Measurers general cognitive and intellectual ability, provides sub-measures in verbal and nonverbal reasoning skills. Age Range: 6 - 17 years |
| WPPSI - III |
Weschler Preschool and Primary Scale of Intelligence, 3rd Edition Description: Measurers general cognitive and intellectual ability, provides sub-measures in verbal and nonverbal reasoning skills. Age Range: 3 - 7 years |
| SB-IV |
Stanford-Binet Intelligence Scale, 4th Edition Description: Measurers cognitive abilities that provide an analysis of the pattern as well as the overall level of cognitive development, provides sub-measures in verbal reasoning, abstract/visual reasoning, quantitative reasoning, and short-term memory. |
| WIAT - III |
Wechsler Individual Achievement Test, 3rd Edition Description: Measures basic reading, reading comprehension, total reading, mathematical reasoning, numerical operations, total mathematics, listening comprehension, oral expression, total language, spelling, written expression, total writing. Age Range: 5 - 20 years, Grades K - 12 |
| WRAT - III |
Wide Range Achievement Test, 3rd Edition Description: Measures basic reading, spelling, and mathematics skills with two alternative test forms. Age Range: 5 - 75 years |
| CMS |
Children’s Memory Scale Description: Comprehensive assessment of verbal and nonverbal memory and learning skills. Age Range: 5 - 16 years |
| BBCS |
Bracken Basic Concept Scale Description: An assessment of a child's conceptual knowledge. Age Range: 2.5 - 8 years |
| QNST |
Quick Neurological Screening Test Description: Assesses areas of neurological integration as they relates to learning. Age Range: 6 - 17 years + |
| RAVEN'S |
Raven's Progessive Matrices Description: A nonverbal assessment of perception and thinking skills. Age Range: 6 - 65 (coloured form for 5 - 11 years; advanced form for 11 years +) |
| BASC |
Behaviour Assessment System for Children Description: A multi-dimensional approach to evaluating the behaviours, emotions, and selfperceptions of children. Age Range: 2.5 - 18 years |
| CDI |
Children's Depression Inventory Description: A symptom-oriented scale to assess depression in children over time. Age Range: 7 - 17 years |
| MMPI - A |
Minnesota Multiphasic Personality Inventory for Adolescents Description: Assesses various clinically important aspects of personality. Age Range: 14 - 18 years |
9.3 - Brain Injury Quiz
Please answer the following True and False questions
*A Note Concerning Misconceptions of the General Public About Brain Injury (Willer et al, 1993)
9.4 - Curriculum Expectations
Grade 2 Mathematics Curriculum
Compare and explain ratios using concrete materials (e.g. 3:6 triangles is the same as 1:2 carrots). Difficulty categorizing information (e.g., triangles and carrots are two different categories).
Problems with conceptualizing abstract concepts (e.g., understanding that when working with ratios 3:6 is the same as 1:2).
Help the student identify differences in the items to be categorized such as colour, size, shape ,etc. Teach this in terms of a step-by-step process that the student can generalize to any categorization problem.
Use concrete visual examples when breaking ratios down.
Student must be able to discuss the use of numbers in the community (e.g. estimating the cost of items such as candy). Disrupted ability to make realistic cost estimates of unfamiliar items based on existing knowledge of familiar items (e.g., even though the student may know that a bag of gummy bears costs $1.49, they may not be able to generalize that knowledge to estimate the cost of a bag of jelly beans). Use as many real world examples as possible when explaining the cost of items.
Devise a step-by-step process where the student can make generalizations about similar items to assist with cost estimations (e.g., both gummy bears and jelly beans are small candies sold in the same size bags, etc.).
Set up a mock store within the classroom where students act as buyers and sellers of merchandise.
Solving mathematical word problems (e.g. If there are 24 students in a class and 8 wore boots, how many students did not wear boots). Difficulty with organizing, sequencing and planning a mode of action to answer the word problem.
Difficulty extrapolating the relevant information needed to solve the word problem.
Create a step-by-step process for the student on how to solve word problems that can be generalized to all word problems.
Create a list of words that help identify what mathematical operations will need to be performed (e.g., less means subtract, more means addition, etc.)
Grade 4 Mathematics Curriculum
Explain thinking when solving problems by justifying methods, using oral and written forms (e.g., estimation, mental computation, etc.). Problem-solving abilities may be driven more by automatic, unconscious responses to an already well-learned task. Have written rules, general procedures, and memory cues the student can refer to in order to help him/her pinpoint the strategy he/she used to solve the problem. Use concrete drawings to represent fractions and compare fractions with experience. Difficulty applying abstract concepts to preexisting concrete knowledge of the world. Introduce the concept of fractions using real world relevant drawings.
Use visual aids to help increase understanding of relationships.
Solve problems with more than one operation (e.g., 2+3-4/1). Difficulty identifying the meaning of a mathematical symbol.
Difficulty understanding and applying the "order of operations" rules.
Provide the student with a symbol guide (e.g., + means addition, - means subtraction, etc.).
Have the student double check his/her work or use a buddy system so that the students can doublecheck each other's work.
Have the student break down complex problems into individual components.
Grade 7 Mathematics Curriculum
Solving and explaining multi-step problems. Problems with planning, organizing, and sequencing steps needed to solve problem (e.g., student does not know where to begin, student loses direction when planning the steps needed to solve the problem, when reading the problem the student gets caught up in irrelevant information, etc.). Make sure the goals of the problem are identified and that the task is clear.
Teach the student to break problems down into smaller steps.
Help the student identify key words that direct the steps needed to solve the problem.
Asking "what if" questions when posing problems. Cognitive inflexibility prevents student from making inferences and viewing problem from different perspectives. When discussing an issue with the student, ask leading questions that will direct the student to talk about a different point of view.
Connect similarities between student's point of view and a varying point of view.
Estimate to justify reasonableness of calculations. Impaired ability to make reasonable judgments due to an inability to explicitly recall and use previously-learned information. Give the student reference points of comparison that s/he can refer to when estimations are needed.
Provide student with examples of needed previously-learned information.
Make the problems relevant to the student.
Create steps that the student can use to answer the questions and use repetition so that needed skills can become well-learned.
Grade 2 Social Studies, History, and Geography Curriculum
Construct and read a variety of graphs, charts, diagrams, and models for specific purposes. Visio-spatial impairments make designing, drawing, and interpreting charts and diagrams, etc. difficult. Allow the student to describe information in a written format and then pair the student with a buddy when constructing graph, chart, etc. Sort and classify information (e.g., concerning traditional costumes), using more than one attribute. Problems identifying and recognizing differences between two or more objects.
Lack of organizational skills.
Difficulty with problemsolving skills needed to sort out different meanings of words used to describe an object.
Provide the student with a template to create a description of each object to be sorted or classified. Have student then sort, based on descriptions in template.
Grade 4 Social Studies, History, and Geography Curriculum
Use appropriate vocabulary (e.g., medieval, Magna Carta, etc.) Memory impairment can make remembering new words difficult. Use repetition so that new words become well-learned.
Use different modalities to teach new words (e.g., crosswords, word finds, pictures, simple songs that encorporate the words, etc.)
Analyze, clarify, and interpret information about the social, political, and economic structure of medieval society. Poor concentration and attentional ability needed to analyze information.
The ability to think abstractly may not be developing properly making it difficult to interpret or think about new concepts.
Highlight key words in reading material to draw in student's attention.
If the student is having difficulty working in the classroom, allow him/her to go to a quieter, lessdistracting environment.
Work with the student to break information down paragraph-by-paragraph, sentence-by-sentence.
Grade 7 Conflict and Change Curriculum
Demonstrate an understanding of the nature of change and conflict. Identify types of conflict (e.g., war, rebellion, strike, protest) and present strategies for conflict resolution. Poor problem-solving ability, making it difficult to think of different strategies for conflict resolution.
Inability to understand a situation from more than one point of view.
Develop a template for each type of conflict (e.g., war, rebellion, strike, protest, etc.) listing possible causes, strategies and outcomes.
Grade 2 Writing Curriculum
Using phonics to spell difficult words (e.g., words of more than one syllable, words ending in "ing" or "ed"). Difficulty understanding speech sounds.
Difficulty distinguishing similar sounds.
Give the student a work book containing different combinations of sounds in words and practice the sounds with the him/her to increase familiarity of both the sound and spelling of the words. Make a habit of the student using this book as a guide.
Teach the student to use information in the sentence structure and context of the words to help guide spelling (e.g., She was starting to eat when she heard the dog bark [act in motion), vs. She started to eat [terminated action]).
Using synonyms and antonyms. Student may have a deficit in their ability to group words into categories, and identify similarities and differences. Have the student create a work book of synonyms and antonyms that s/he can memorize and refer to.
Grade 2 Growth and Changes in Animals Curriculum
Compare ways in which animals eat their food (e.g., tear flesh, crack shells). Difficulties with making the categories, placing animals in the categories, and then comparing between categories; more so than other children. Work on strengthening categorization skills first with lots of practice, visual aids, immediate feedback. Plan investigations to answer questions like the one above or describe the steps involved in a process (e.g., life cycle). Initiation difficulties can prevent the child from getting started on his/her own without consistent cues; poor planning skills and sequencing skills make the investigation step-by-set process very challenging. Have student practice sequencing skills; never allow any steps in a process to be "skipped," no matter how simplistic.
Encourage student to clearly identify the problem or question and help student generate alternative solutions and ways to investigate the problem.
Grade 4 Habitats and Communities Curriculum
Identify, through observation, various factors that affect plants and animals in a specific habitat (e.g., availability of water, food sources, light). Difficulties in considering multiple variables at the same time; may be problems with recalling and generalizing previously learned information to apply to new situation; possible lack of understanding of cause and effect. Use semantic maps showing relations among key points.
Test hypotheses through hands-on experimentation, roleplaying, group discussions and visual aids.
Communicate the procedures and results of an investigation. Poor planning and sequencing skills can make the step-by-step analysis difficult.
An inability to consider the perspective of the audience when communicating may cause the elimination of important details.
Tendency to perform steps out of order or to skip steps.
Ensure student has written out the procedure with labelled steps (1,2,3, etc.) and not in paragraph form.
Encourage the use of visual aids to help stay "on track" and to improve clarity.
Direct the content of the student's responses through leading questions.
Grade 7 Interactions Within Ecosystems Curriculum
Interpret food webs that show the transfer of energy among several food chains and evaluate the effects of the elimination or weakening of any part of the food web. Lack of understanding of cause and effect could really hinder success with this task; transfer of learning difficulties with recalling and integrating past knowledge with new information.
Poor judgments and decision-making skills could lead to impulsive answers, rather than those resulting from good problem-solving.
Be explcit about the possibilities for modification in the food web and diagram hypothetical problems and potential effects and outcomes.
Test hypothesis through experimentation, roleplaying, group discussions, etc.
Compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem and leaf plots produced by hand or with a computer. Attentional difficulties and distractibility could play a part since the investigation and analysis is a very long process; initiation problems and poor organizational skills could lead the student to miss important steps and expectations in the analysis. Break task into component parts and only present the next part after the prior step has been accomplished.
Prepare a work sample to be used as a guide for multi-step tasks.
Allow student to use assistive devices like a calculator or a computer.
Allow extra time, as needed.
Grade 2 Science and Technology Curriculum, Matter and Materials: Properties of Liquids and Solids
Evaluate the appropriateness of the materials chosen in the design and used in the construction of a structure that is intended to float. A lack of cause and effect understanding as well as an inability to consider multiple variables simultaneously may increase the difficulty associated with this task.
Memory problems could result in impulsive judgments because the student cannot recall the important criteria used in evaluating the materials.
Use a written checklist of the criteria (developed with the student) to assist the mental process of "evaluation." Ask questions about and identify needs and problems related to the use of liquids and solids, and explore possible answers and solutions (e.g., predict changes that will occur if ice or water is heated or cooled). Difficulties with initiation may prohibit the formation of questions; lack of good planning and organization skills may not lead to a thorough scientific exploration and an inability to predict possible outcomes can come about because of problems considering alternate perspectives and variables. Question student to ascertain understanding and mastery; use WH questions (who, what, where, why, and/or when).
Evaluate hypothetical solutions through experimentation, role-play and group discussion.
Be explicit about the "problem" at the centre of the investigation.
Use diagrams or visual aids to outline and aid in prediction.
Grade 4 Science and Technology Curriculum
Matter and Materials: Materials that Transmit, Reflect, or Absorb Light and Sound
Classify materials as transparent, translucent, or opaque. Difficulties creating and placing items in categories can frequently arise from discrimination problems and inconsistent rule application. Use visuals to help with categorization. Hands-on learning.
Maintenance cues to keep focus on the feature of interest and not all the features of the materials.
Plan investigations, identifying variables that need to be held constant to ensure a fair test. Poor sequencing skills can lead to difficulties with systematic scientific investigation; inability to consider multiple variables simultaneously can lead to impulsive judgments and a failure to consider all possibilities first before making a decision. Encourage student to list all possible variables (may need assistance with this).
Use written step-by-step guide as a pattern to follow for procedure.
Grade 7 Science and Technology Curriculum Matter and Materials: Pure Substances and Mixtures
Use appropriate vocabulary, including correct science and technology terms to communicate ideas, procedures, and results (e.g., mixture, mechanical mixture, solution, solute, solvent, etc.). Difficulties in retraining or learning new information like vocabulary and recalling previously learned information and applying in new settings can cause some problems to accelerate with this type of task. Devise memory strategies and compensatory aids for new vocabulary (rehearsal, association, chunking, visualization, etc.). Describe practices that ensure the student's safety and that of others (e.g., read labels on containers to determine whether they are poisonous, flammable, explosive, or corrosive). Trouble with initiating a procedure for problemsolving could lead to stagnation at this task without consistent cues.
A limited understanding of cause and effect; difficulties associated with an ability to consider their behaviour having an impact on others.
Poor memory and generalizability skills may lead to inconsistent behaviour depending on the context.
Be overt in describing the problem and potential consequences to establish cause and effect understanding.
Role-play scenerios and give lots of practice in various situations to maximize generalization.
Develop a safety checklist or visual cue for the student to use in remembering steps needed in ensuring safe practices.
Grade 9 Language
Recognize, describe, and use correctly in oral and written language, the conventions for spelling, capitalization, and punctuation. Difficulties with maintaining rule consistency across various situations for language conventions and transfer of learning problems in recalling and applying new information. Allow multiple opportunities for practice.
Provide consistent feedback and guidance to increase understanding of successful and unsuccessful attempts.
Plan and make oral presentations to a small group or the class, selecting and using vocabularly and methods of delivery to suit audience and purpose. Expect difficulties in initiation, attention, planning, and organization of the presentation.
An inability to take the audience's perspective into account may affect the method of delivery.
Child may be withdrawn and refuse to recite in class.
Encourage working in partners or small groups using cooperative learning strategies.
Begin with presenting in front of a very small group (or just in front of friends) rather than the whole class until student is comfortable.
Allow additional cues (e.g., written on cards, visuals, etc.) to overcome memory difficulties.
Grade 9 Media
Demonstrate critical
thinking skills by
identifying the differences
between explicit and
implicit messages in
media works.These "critical thinking skills" may be compromised due to poor categorization skills (implicit vs. explicit) and a weak ability to discriminate and make comparisons between items.
Simply the idea of an "implicit" message may be extremely hard for the child to understand, they see things at face value.
Implicit messages are not "obvious" enough and you'll need to emphasize these and give lots of examples and opportunities for practice. Adapt a work of literature to another media form and determine what apects have been strengthened and/or weakened by the adaptation. Poor decision-making skills and problem-solving cause difficulties assessing the relative strengths and weaknesses of these multiple variables and the effect of manipulating them. Prepare a guideline sheet describing the aspects that could have been strengthened or weakened.
Provide a scale for determining the degree of change.
Grade 9 Academic and Applied Curriculum: Literature Studies and Reading
Explain how readers' different backgrounds might influence the way they understand and interpret a text. Difficulties with taking on another person's perspective and considering and integrating multiple variables simultaneously (different facets of their background). Role-play scenerios, group discussion, use case studies to help student "take on" another point of view, (e.g., have students role-play the responses of 2 children to a small dog, where one of the children has been previously bitten). Explain how authors use stylistic devices such as simile, metaphor, personification, imagery, foreshadowing, onomatopoeia, oxymoron, alliteration, and symbol, to achieve particular effects in their writing. Transfer of learning difficulties may cause problems generalizing to new examples of each technique and they may focus solely on one example; categorization problems could lead to confusion about the terms if student applies the rules inconsistently; problems learning, retaining, and recalling new information (vocabulary). Give a wide variety of examples of each stylistic device and many opportunities for practice.
Develop memory aids (association, visualization, chunking, rehearsal, etc.)
Grade 9 Academic and Applied Curriculum: Writing
Investigate potential topics by formulating questions, identifying information needs, and developing research plans to gather data. Initiation problems may prevent the student from getting on task and then sustained concentration may prove difficult, especially with the demanding need for planning, sequencing, and organizational skills in which the student may also be weak. Remove distractions.
Cue student to "begin" the task.
Use nonverbal cues to regain and redirect student's attention.
Offer direct commands (e.g., "look at your book" rather than vague "pay attention" statements).
Use key words from questions or prompts to organize ideas, information, and evidence in homework answers. Descriminating important details (key words) from non-important ones; poor organizational skills may be evidenced in a lack of fluidity and step-by-step evidence in their answers. Encourage the student to reread instructions and either underline or highlight important elements.
Teach students how to create an outline skeleton for their answers.
Grade 9 - 10: Introduction to Information Technology in Business
Information Management
Demonstrate appropriate interpersonal skills when interacting with colleagues and peers in an information technology work environment.An inability to read social cues can cause difficulty relating to peers; unawareness of own behaviour and the impact of it on others.
Sudden anger and low frustration tolerance.
Establish a system of verbal or nonverbal signals to cue the student to alter behaviour.
Learn to detect behaviours leading up to an outburst (body language) and intervene.
Videotape problematic and prosocial behaviours and analyze the tape with the student.
Software Applications
Follow written and oral instruction regarding the use of software applications (e.g., help menus, wizards, manuals).Attentional difficulties staying on task and avoiding distractions means that often the child will miss some important details.
Low frustration tolerance when difficulties arise as will happen when not all the instructions are understood.
Tendency to skip easy steps, do them out of order or perform the most apparent one first.
Encourage student to reread instructions and highlight or underline important words.
Monitor student and teach self-monitoring to keep on-task.
Encourage student to ask questions when necessary, before frustration sets in.
Allow extra time as needed.
Give information in chunks, gradually, so as not to overwhelm the student.
Ensure student performs steps sequentially.
Electronic Communication
Communicate with people in other cultures and demonstrate an understanding of their communication customs (e.g., social interactions, political sensitivities, jargon).S/he is often only aware of his/her own needs and can't take on another person's perspective.
An inability to read social cues and a general disinhibition can cuase great difficulties and may be offensive to other people.
Present student with "what if ..." situations and choices for his/her behaviour to ensure lots of practice .
Encourage student to "proofread" all communications using an appropriateness checklist for any areas of particular difficulty (e.g., inappropriate language, statements that are not policially correct).
Electronic Research and Ethical Issues
Demonstrate an understanding of the criteria required to evaluate electronic media for usefulness, validity, bias, and confidentiality.Poor judgment and analytic skills; difficulty generalizing information and applying it within a new context, may lead to seemingly "uninformed" decisions.
Difficulty with hypothetical and abstract ideas.
Lead student with questions to assess mastery of criteria or have student "assess" something hands-on and write down the steps as student proceeds to avoid trying to analyze the hypothetical.
Develop memory aids to help retain new information (e.g., chunking, rehearsal, association, visualization, etc.).
Career Opportunities
Develop a personal plan to help student achieve information technology skills and competenciesPoor planning and initiation skills cause problems right from the start and difficulties following through with a sequenced plan later on, without consistent cues. Prepare a written guide to show sequence of steps or visual aids.
One-on-one attention during the planning process.
Provide an extensive list of the possibilities for the student to choose.
Use cueing techniques to remind student of his/her goals, (e.g., a daily journal entry to keep track of goals and achievements).
Provide reinforcement and feedback.
Grade 9 Math (Academic and Applied)
Number Sense and Algebra
Determine, from the examination of patterns, the exponent rules for multiplying and dividing monomials and the exponent rules for the power of a power, and apply these rules in expressions involving 1 or 2 variables.Student might have great difficulty seeing and analyzing these patterns.
Transfer of learning difficulties may interfere with student's generalization and consistent application of the rules.
Memory difficulties for new information.
Explicitly describe the pattern and the ensuing rules.
Use memory aids and visual aids to help retain and recall new information.
Give lots of practice and experience with novel examples.
Use cueing techniques to aid in the consistent application of the rules.
Judge the reasonableness of answers produced by a calculator, a computer, or pencil and paper, using mental mathematics and estimation. Impulsiveness and poor decision-making skills may hinder the effectiveness of this technique.
Mental mathematics and estimation itself may be very difficult for the student.
The student may not understand how the "tool" (e.g., calculator, computer) could be wrong.
Encourage the student to use estimation skills and give lots of opportunities to practice this with immediate feedback on successful or unsuccessful attempts.
Require student to "recheck" his/her work every time and prepare a cue sheet or checklist they can use as a reminder of the procedure (things to look for).
Relationships
Describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain the differences between the inferences and the hypotheses (e.g., Describe any trend observed in the data. Does a relationship seem to exist? Of what sort? Is the outcome consistent with your orignial hypothesis? Discuss any outlying pieces of data and provide explanations for them. Suggest a formula relating the 2 variables.)Descrimination skills may be quite poor and making inferences from the data could be quite bewildering to the student.
Comparing data with a hypothetical solution may be quite difficult as well, since the student may lack an understanding of the hypothetical, abstract ideas, and may be hung up on the results.
An inability to propose possible reasons for outlying data could result from a lack of cause and effect understanding.
Drawing conclusions based on the available data may be very difficult because of the necessity to incorporate many different pieces of information.
Provide many examples and a guideline description of what to look for, so the student has a list of steps to follow.
Make sure the original hypothesis was written down clearly as the student will tend to forget how they thought about the problem in the beginning.
Provide student with leading questions that will help him/her explore possible explanations for outlying data.
Assist student in summarizing his/her conclusions by providing external structure for his/her thoughts (e.g., guided questions, a chart to complete, or visual aids).
This is a long, multi-step process; break it into smaller chunks so that the student isn't overwhelmed.
Describe in written form, a situation that would explain the events illustrated by a given graph of a relationship between 2 variables (e.g., write a story that matches the events shown in the graph). A lack of proper cause and effect understanding could prevent the student from completing this task accurately.
May encounter initiation problems and/or high distractibility.
Ask questions to assess student's mastery of the relationship between the 2 variables.
Provide an example of the type of story you desire.
Eliminate distractions (e.g., extra materials on the student's desk, extra noise, etc.).
Cue the student to "begin" the task and maintain verbal or nonverbal cues to keep him/her on task.
Analytic Geometry
Select the equations of straight lines from a given set of equations of linear and non-linear relations.Poor discrimination skills may result in impulsive judgments.
Poor memory retention for new information (e.g., characteristics of a straight line equation).
Provide memory aids and visual cues to enhance memory retention and recall.
Develop a guided checklist that the student can use to make sure s/he thinks through the decision.
Communicate solutions in established mathematical form, with clear reasons given for the steps taken. Difficulties in sequencing and following through on multi-step tasks.
Reasoning skills may be impaired.
Poor transfer of learning skills may result in the inconsistent use of mathematical form.
Provide a written example to use as a guide sheet and a cue to use proper mathematical form.
Insist on explicitly stating the reasoning for each step.
Do not allow steps to be skipped (even though the student knows how to do it).
Measurement and Geometry
Solve simple (and multiple step) problems using the formulas for the surface areas of prisms and cylinders and for the volume of prisms, cylinders, cones, and spheres.Forgetting which formula to use for which problem will be the most common difficulty.
Multi-step processes are much more difficult as the tendency to skip steps is great.
Initiation problems and high distractibility.
Provide extra time as needed to complete assigned questions.
Minimize distractions in the environment.
Use memory strategies and visual aids to enhance memory retention of formulas (rehearsal, association, etc.).
Provide a handy reference chart with formulas listed.
Illustrate and explain the properties of the interior and exterior angles of triangles and quadrilaterals, and of angles related to parallel lines. Difficulties in transferring knowledge from one example to another.
Verbal or written explanations may be hindered.
Provide lots of opportunities for practice with novel examples to aid in generalization.
Use visual aids and cues to trigger memory.
Use leading questions to guide the content of the student's explanations.
9.5 - Glossary
A | B | C | D | E | F | G | H | I | L | M | N | O | P | R | S | T | U | V | W
- A - |
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| Acquired Brain Injury (ABI) - Any type of sudden injury that causes temporary or permanent damage to the brain. It is divided into two categories: traumatic and non-traumatic. Active Ignoring - This is the continued monitoring of an individual's behaviour while deliberately not responding or reacting to the behaviour. This approach is designed to decrease the frequency of an unwanted behaviour by not reinforcing it. Agraphia – The inability to produce written language. There are two routes to the production of the written word. The first route involves a direct transfer of thoughts to written words and the second is mediated by phoneme (sound) to grapheme (written symbol) correspondence rules. Individuals may experience difficulty with either route or both routes depending upon the location and amount of damage to the parietal lobe. Individuals who experience agraphia cannot write sentences or experience great difficulty doing so. Alexia - The inability to read. This involves an inability to perceive written words. There are two routes to reading. In the phonological route, the sound of the letters acts as a mediator between the written word and the meaning. In the direct route, the printed word is directly associated with the meaning (occurs in cases where | |