Successfully Supporting Students

Transitions

100

When students have to make a physical shift before a physical one

Cognitive Shift

200

Interventions for ______________ include:

Arranging the schedule so preferred activities come after

Explicit instruction on picking an activity that is a good match for the time allotted

Stopping the Activity

300

This can significantly affect a person's ability to initiate an activity

Anxiety

400

By pointing out that this skill is a challenge for the student and explicitly teaching the skill we can empower students

Initiation

500

First teach the student to identify this period of time before teaching the strategies to use during this time

Down Time or Wait Time

Breaks

100

The main goal of any break is to help students be more what, after the break?

Regulated

200

Breaks that are given ______________ and not as a reward can help students avoid becoming overcome with anxiety

Preventatively or as needed

300

This type of break (including recess, taking a walk, etc) may be stressful for students with anxiety

Unstructured

400

By making this, you can help students avoid choosing strategies that are unhelpful

Break menu or visual list

500

An example of a cognitively distracting break which allows students to take a break from their own thoughts 

Movie, book, sudoku/word puzzle, helping others, mediation

Alternative Lunch and Recess

100

Providing alternative recess or lunch can be considered an __________

   environmental accommodation

200

The importance of this ___________ which is places and activities in which a student is competent and successful 

Islands of Competence

300

A recommended format for alternative lunch

Lunch club (based around popular activities the student is good at but also appeals to peers)

400

A recommended format for alternative recess

Separate and structured activities

 or 

cooperative games

 or 

alterative time

500

The logistics of alternative lunch or recess may take this kind of thinking

Creative