| 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 them break tasks into manageable chunks, teach
and model time management techniques. |
Allow more time. Provide one or two tasks of a
larger demonstration at a time. Access an
electronic organizer, and a "to do list".
Use a carrel, earplugs, or use earphones if
music decreases distractibility. |
| 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 and realistic
projects to practice and model. Encourage learners to
refer to their plans and check off each task as they are
completed. Encourage them to stop and think.
Utilize mnemonics to help remember steps to
effective planning. |
Use colour codes or visual tasks to
organize tasks, use a timer, and assign
peer coaches or a study buddy. Access an
electronic organizer, and a "to do list".
Develop a checklist for tasks. |
| 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 them recognize and understand why they are
having this challenge. Encourage them to double
check their work and make note of words or numbers
that they often miscopy. Get them to stop and think
before acting. |
Have another person check their work,
use cut and paste if invoices are on a word
processor. |
| Avoids jobs requiring manipulation
of small items. Becomes frustrated
when putting together toys for
children. |
Help them break down tasks into smaller chunks.
Encourage a break in an activity when they become
frustrated. |
Encourage them to access jobs that focus
on their strengths and avoid jobs that
require manipulation of small objects. |
| Stands too close to people when
conversing. Doesn't perceive
situations accurately. May laugh
when something serious is
happening.
|
Discuss undesirable behaviour with learners. Work
on role-playing and discussing appropriate
behaviour in certain situations. Helping them become
aware of their behaviour is the first and most critical
step. |
Utilize feedback from trusted friends
and/or mentors to monitor social
interactions at work and in daily living. |
| Does not seem to know how to act
and what to say to people in specific
social situations and may withdraw.
|
Discuss undesirable behaviour with the learner.
Work on role-playing and discussing appropriate
behaviour in certain situations. Helping learners
become aware of their behaviour is the first and most
critical step. |
Utilize feedback from trusted friends and
or mentors to monitor social interactions
at work and in daily living. |
| 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 teaching of goal-setting.
Actively involve them in the learning process by
encouraging self-assessments. Involve another
learner who has experienced similar challenges but
has learned to work with them. |
Access a mentor. |