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LB (Coded 42, 52, 58) (Differentiation (Anchoring & Motivation (We use…
LB (Coded 42, 52, 58)
Differentiation
Chunking
We chunk small tasks for help her experience the gratification of reaching small goals or completing tasks.
Anchoring & Motivation
We use concrete materials to help her make practical connections to her learning. This is especially helpful in Math.
All work is woven into her personal interests. Paints and tactile materials are often used to help motivate her to complete tasks.
External Memory & Timer
External visuals of routines, expectations and personal goals are put around her work area to help remind her of important rules and routines.
A personal timer is used for her to record and document the time spent on a task. We "bank" time for her to give her motivation to complete tasks.
Connections
JC
Due to LB's learning disabilities and ADHD, her lack of "acquisition," "retention," "understanding," and "organization" skills all inhibit her "perceiving, thinking, remembering or learning." (class 6, slide 46).
Classroom strategies used for LB in the classroom. Wiggle cushion, increased activity and movement, repetition, practice, and clear routines. (class 6, slide 82)
Shows strong indicators for impulsivity, inattention and hyperactivity. Especially constant interruptions, difficulty getting organized, and "always being on the move (class 7, slide 10).
NH
"Externalizing forms of information." For example, "putting up posters with steps to follow to use effective strategies" have been used in my classroom to help her (pg.78)
"Externalizing time and structures needed for timelines." Personal timer and daily progression visuals have been used to help LB organize her cognition and behaviour (pg.79).
"Modelling strategies for self regulation." For example, I have modelled steps she can take when feeling an outburst (take a walk or record feeling on iPad) and we have created signals to communicate with each-other non verbally (pg.80)
Behavioural Characteristics
Disruption of others
Physical and emotional outbursts
Will shut down or resort to loud attention seeking behaviour when pressed to do something she isnt interested in doing.
Will quickly resort to pushing or hitting when academically frustrated with peers
Will often purposely distract other stoo get attention or to distract herself from starting to work
Will take advantage of those who offer to help.
Lack of Self Regulation
Struggles in changing habits despite regular interventions and visual reminders. Main issues are difficulty focusing on tasks (especially getting started), receiving feedback, and
Frequent outbursts when challenged. History of physical confrontations with teachers. Works better with males.
Will often distract others with her hyperactivity, loud outbursts, and disobedience.
Learning Characteristics
Math
Struggles the most in Math. Works with an EA to build attention and focus needed to build computation skills.
Retention of information major cause in her lacking mental math and procedural skills
Very creative when interested. Linking tasks to forms of art, especially painting has shown signs of growth in holding attention and limiting outbursts.