Robert Broadhead #2
Strategy Matrix: Organize Needs & Interventions
Disability: Mild Intellectual Disability
Student’s Strengths: Joe Blow is 8 years old. His strengths are that eventually, he develops basic literacy
and functional math skills. Also, he can learn the same skills as others by utilizing the same curriculum.
Common Disability Characteristic
Difficulty in Reading Comprehension and
Memory.
Weak Verbal Skills.
Social / School Skills
Negative self-concept.
Inability to read social cues.
Behavior / Organization
Lack of affiliation in school activities.
Seeks attention in inappropriate ways.
Evidence-based Strategies
Academic
Guided notes. Have the class read individually and fill in the
blanks. Then, as a group, read out loud and make corrections
when necessary.
Use sticky notes. Introduce the plan and then use sticky notes to
identify what section we are on and to label individual subjects.
Constant time delay. First, give the child the task with no delay.
Then, mix up the cards with the tasks and give them direct
communication. Provide three seconds for them to respond. If
they don’t provide the information, repeat the correct response
and repeat with each task item.
Using the LINCS vocabulary. It will help the student diversify
their vocabulary and identify new words and eventually speak
with.
Positive self-talk. Helps the student identify positive self-esteem
as they encourage themselves through the process that may seem
difficult. This helps identify where they are at in the process and
encourages completion of an activity.
Praise notes. This helps direct the student gives instant verbal
praise at that specific moment.
Teaching with music. This is a creative way that lets the
individual learn through the process of creating a song and by
introducing a unique way of expression.
The use of movement. This is a way to express the emotion of the
room and of individual feelings. It can be through individual
expression or in a group.
Cooperating in learning groups. Having the student participate
with other influences them in participation and results in
improved test scores.
Think-Pair-Share. This allows a student to express themselves
individually then allows them to listen to see what other students
have learned as a sharing process.
Check in- Check out (CICO) – Have the child check-in each
morning with the mentor and teacher (and show their progress
report). Have the child set the expectations and outcomes that
they want. Then, the teacher and mentor will complete the
progress report at the end of the day for the check out process.
Introduce the positive behavior game. Let the child know that
they will get a mark for their team. A collection of three marks
means that they will not get the mystery surprise by the end of
class. Not getting marks for inappropriate behavior means they
earned the surprise at the end of class.