Strategies for Identification and Intervention Methods for Students with Special Needs

Attention Deficit Hyperactivity Disorder (ADHD)

Autism Spectrum Disorder (ASD)

Mental Retardation (MR)

Identification

Intervention

Identification

Intervention

Identification

Intervention

Jessica A. Smith

⚠ Delayed onset of gross motor skills, eg. crawling, walking, sitting up (Fioriello, 2018).

⚠ Poor speech recognition and speaking at a later age than the average child (Fioriello, 2018). :

⚠ Deficits in intellectual abilities and delays in the development of adaptability (Fioriello, 2018)

✅ Supplementary educational services including a team of staff members an an individualized education plan (Fioriello, 2018).

✅ Separate methods of teaching including the use of assistive technology (Fioriello, 2018).

✅ Access to a resource room (Fioriello, 2018).

⚠ Sensitivity to sensory stimuli, especially loud noises (Saggers, et al, 2015).

⚠ Regulation issues including emotional control and coping with changes (Saggers, et al, 2015).

⚠ Social issues including difficulty during group work and being the victim of bullying (Saggers, et al, 2015).

✅ Assistive technology to help with typing, school work, and communication (Saggers, et al, 2015).

✅ A flexible and custom tailored approach for each student on the spectrum is crucial. There is no "one size fits all" intervention for all autistic students (Saggers, et al, 2015).

✅ Allow students time and space to take many small breaks from social interactions and sensory stimuli (Saggers, et al, 2015).

⚠ Problems of hyperactivity such a fidgeting, running around a classroom, or striking a peer (Henderson, 2004).

⚠ Problems of impulsivity such as interrupting the teacher during class (Henderson, 2004).

⚠ Problems with attention such as making careless mistakes or being frequently distracted (Henderson, 2004).

✅ Structure the student’s environment for success, eg. seat them away from potentially distracting areas such as doors, windows, and computers (Henderson, 2004).

✅ Give directions to one assignment at a time instead of directions to multiple tasks all at once (Henderson, 2004)

✅ Work on the most difficult concepts early in the day (Henderson, 2004).

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