Strategies to support students
Inhibition
Social Stories: Social Stories are learning tools that explain social situations. Written using positive language, social stories can be used to in a variety of situations. For example, social stories can be used to explain unintended consequences to students with impulse control who blurt or act out. For more information
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Reduce distractions: Conduct an audit of the distractions around your room so you can reduce the environmental and cognitive diversions for a student. Distractions can include what is in your classroom (e.g., posters, fluorescent lighting), how you instruct the class (e.g., excessive text on a PowerPoint, cognitive overload), and unpleasant noise (scrape of chair legs on floor). Preferred seating and noise canceling headphones can do a lot to help students focus.
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Positive reinforcement: Everyone appreciates hearing they are doing a good job! Avoid praising innate ability or "natural talent." Dweck's work on growth mindset reminds us that effective feedback focuses on factors within the student's control, such as their effort or resilience. A compliment can be a great way of building a positive culture in the classroom and it also sends the message that you see the work, especially if it seems that work goes unnoticed.
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Visual timer: The passage of time can be a confusing concept for some students (how long is 10 minutes, actually?) so a visual timer helps to make the abstract concept of time more explicit. Specially designed clocks like the Time Timer work well, and you can also find Youtube videos or apps that show the passage of time.
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Model self regulation: Of course, it is important to explicitly teach self regulation, but it is also important that you model for your students how you regulate yourself. For example, if you feel yourself becoming frustrated, take a deep breath and (when possible) talk about that moment to your students in an age appropriate way.
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Fidget tools: A fidget is not a toy, but a tool that can help a student be calm and focus on an activity. For example, foot fidgets such as a foot swing attached to the desk can be a great non-disruptive tool for any student. For more information
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Brain break: A brain break is an important part of learning. Students need to have time to relax from a task so they can go back with more energy and focus. Be sure to use the right kind of brain brain break (e.g., mental, physical, breathing) for the chosen activity. For more information
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Set goals & smaller steps: Goals that are clear, age-appropriate, and manageable can be a way to help a student achieve success. The student may have more buy-in to the goal if you work with them to develop the goal. For example, a goal can be that the student works for ten minutes before taking a break. For students that have a hard time with goals, visual goal setting tools can help, such as a checklist, First Then board or an organizer for an essay.
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Build a contract: It might seem strange to talk about contracts in school, but they are common in some subjects. For example, students will have to sign a safety contract in middle and high school option classes such as Foods or shop class. A contract can help a student understand the expectations of the class and what they can expect if they do not follow them. Be sure to work with the student to develop a contract.
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Encourage to pause: Pausing before answering is an important skill because our accuracy increases with time. Before asking an important question, encourage the class to think for a minute before raising their hands. This strategy is especially important for students with working memory difficulties who may feel rushed to respond.
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Create routine: A predictable routine is really important for students with inflexible thinking. Teachers can do this by being consistent with their schedule of events for the day and by using an agenda or visual schedule.
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Vary instruction delivery: When lesson planning, think about incorporating student interest or adding opportunities for play. For example, a game about a concept such as mercantilism may be more effective than direct instruction. For older students, teachers can use a "flipped classroom" approach (e.g., lecture on video and then work as group for activity). Increase interest and engagement but keeping things fresh in your classroom!
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Non-verbal signals: With practice, students will learn to identify when they should inhibit their first impulse, but until that day then they may need some help. Decide on a discrete signal (hand gesture) so you can highlight without drawing attention from others. A subtle signal from you can provide in- the-moment feedback, which is extremely helpful.
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