Strategy Matrix: Organized Needs & Interventions

Disability: Communication Disabilities (Not Language) Robert Shine 14

Student’s Strengths: Student has speech impairments and is like other students cognitively. With time,
they can overcome the disability by learning different ways to communicate or in time through therapy and
development or with technology if the disability is found to have been created because of hearing deficits.
Common Disability Characteristic Evidence-based Strategies
Academic
May be embarrassed by speech, regardless Self- talk: affects emotions, attitudes, degree of effort, behavior,
of age and even lead to better performance. It may also stimulate better
self-esteem and self-concept.
Praise Notes: A positive note or message given to a student by a
teacher to take home that praises the student for a job well done.
This method further encourages students to participate, engage,
and promotes positive behavior.
Word knowledge may be below LINCS vocabulary drills and is useful for all students: including
expectancy general education students
Guided Notes: This strategy
Social / School Skills
May isolate themselves from social The Good Behavior Game: The Good Behavior Game can be
situations used during any content area instructional time throughout the
day. The length of the game can vary depending on the time
block for the content area. This game is most useful during times
when the whole class is expected to show appropriate academic
behaviors, such as reading or math.
Drama: As a teaching strategy
Students become active participants in their own learning by
acting out concepts and role playing to enhance learning and to
problem solve!
Has unintelligible (cannot be understood) Drama: Dialogue Tableaux Group students in pairs or small
or indistinct speech groups to act out a scene. The audience (rest of class) must then
respond to the scene by telling what they see.
Music based activities: can increase engagement, help with
memory/recall, and enhance phonemic awareness.
Music as a right brain process can help facilitate language- which
is a left-brain process to aid in speech/language disabilities
Behavior / Organization
Hesitates or refuses to participate in PALS: Focus: realize words are made of letters, identify letter-
activities where speaking is required sound correspondences, blend letter sounds together to make
words, read sight words quickly, decode words, read sight words
and decodable words in connected texts. Peer-Mediated
Positive self-talk
May become easily frustrated Constant time delay
Praise Notes: A positive note or message given to a student by a
teacher to take home that praises the student for a job well done