| Perseverant: has
trouble moving onto
new tasks
|
Can follow a strict time
schedule |
Specify a time limitation for each activity.
Have the individual check off the tasks
completed and keep charts of tasks to do.
Give feedback to the student (e.g. if
work is accurate, give extra credit for
completion before specified time
allotted). |
| Learns erratically
(sometimes knows,
sometimes does not
know)
|
Short term memory is good |
Keep a model of the finished product
near the learner.
Tape record instructions from prior
time periods, which are prerequisites to
doing a given activity.
|
| Easily distracted;
cannot sustain
attention on tasks
|
- Functions well in a quiet
environment
- Works well when given
short time periods to do a
specific task
|
- Locate the learner in a stimulus-free
environment, possibly a carrel or
small office.
- Give the learner a time chart to
complete with the expected time to
finish and the learner's finish time.
- If possible, have the learners do one
step of a task at a time.
- Tell the learner to focus on the
speaker's eyes when listening to
instructions.
|
| Easily frustrated;
lacks self-confidence
|
Responds to positive
reinforcement
Responsive to keeping track
of work quality
|
Assign short tasks and have the learner
self-rate the quality of work and
his/her personal interest in individual
types of tasks.
Have individual keep track of work
productivity.
Give feedback to the learner on the
activity and an overview of the progress
to date from the beginning of program.
Repeat work the learner enjoys and can
succeed in doing.
|
| Directionality
confusion (left
vs. right, north
vs. south, etc.)
|
- Communication skills
- Copies visual model or demonstration well
|
- Motivate the learner to ask questions when
confused with directions.
- Show the model to the learner; and then
have him/her copy it.
Use a distinguishing feature on the body or an
area as a landmark (e.g. if a learner is confused
by right and left, place an "R" in the upper right
hand corner of desk).
|
| Impulsive;
rushes through
task making
many errors
|
Responds well to clear,
concise directions
|
Emphasize the intent of the task, such as
accuracy being more important than time.
|
| Difficulty
integrating
parts of items
into whole unit
(finished
product)
|
After visualizing a whole
unit, can see how parts
integrate into it |
Show the learner the finished products so
he/she may see how parts integrate into a
meaningful whole (e.g. show a learner in
electronics assembly a harness before he/she is
given directions to make it). |
| Difficulty
functioning
when people or
environment
changes
|
Functions well in familiar
environments |
Put the learner in a highly structured and if
possible, familiar area where change and
distractions would be at a minimum. |
| Difficulty
reading
directions
|
Listening comprehension and
visual comprehension are
strong
|
Tape record or read written directions for the
learner.
Demonstrate the task and have the learner
model the demonstration .
|
| Difficulty
remembering
basic math
facts
|
Understands basic math
concepts; has good finger
dexterity
|
The learner should use a calculator when
required to do basic math functions.
Utilize "fact sheet" for basic facts.
|