| Doesn't focus on a task for an
appropriate length of time. Can't
seem to get things done. Does
better with short tasks.
|
Help learners break tasks into manageable
chunks, teach and model time management
techniques. |
| Doesn't know where to begin
tasks or how to proceed. Doesn't
work within time limits, failing to
meet deadlines. Difficulty
prioritizing tasks. Workspace and
personal space are messy. |
Model effective action planning - involve
learners right from the beginning in assessment
and training plan development. Begin with small
realistic projects to practice and model.
Encourage learners to refer to their plan and
check off each task as it is completed. Encourage
them to stop and think. Utilize mnemonics to
help remember steps to effective planning. |
| Omits or substitutes elements
when copying information from
one place to another, as in invoices
or schedules. Often confuses left
from right and up from down. |
Help learners recognize and understand why
they are having this challenge. Encourage them
to double-check work and make note of words or
numbers that they often miscopy. Get them to
stop and think before acting. |
| Avoids jobs requiring
manipulation of small items.
Becomes frustrated when putting
together toys for children. |
Help learners break down tasks into smaller
chunks. Encourage a break in an activity when
they become frustrated. |
| Stands too close to people when
conversing. Doesn't perceive
situations accurately. May laugh
when something serious is
happening. |
Discuss undesired behaviour with learners.
Work on role-playing and discuss appropriate
behaviour in certain situations. Helping learners
become aware of their behaviour is the first and
most critical step. |
| Does not seem to know how to act
and what to say to people in
specific social situations and may
withdraw. |
Discuss undesired behaviour with the learner.
Work on role-playing and discuss appropriate
behaviour in certain situations. Helping them
become aware of their behaviour is the first and
most critical step. |
| Demonstrates over reliance on
others for assistance or fails to ask
for help. Blames external factors
on lack of success. Doesn't set
personal goals. |
Provide modeling and teach goal-setting.
Actively involve learners in the learning process
by encouraging self-assessments. Involve another
learner who has experienced similar challenges
but has learned to work with them. |