It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!
- Focus on interactive communication.
- Use active listening.
- Incorporate the student’s interests into speech.
- Ensure that the student has a way to appropriately express their wants and needs.
- Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
- Paraphrase back what the student has said or indicated.
- Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).
- Ask open-ended appropriate questions.
- Use linguistic scaffolding techniques that involve a series of questions.
- Use language for social interaction and to resolve conflicts.
- Emphasize goals and tasks that are easy for the student to accomplish.
- Work at the student's pace.
- Present only one concept at a time.
- Have speech therapist present language units to the entire class.
- Use computers in the classroom for language enhancement.
- Encourage reading and writing daily.
- Use tactile and visual cues (e.g., pictures, 3-D objects).
- Incorporate vocabulary with unit being taught.
- Provide fun activities that are functional and practical.
- Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).
- Develop a procedure for the student to ask for help.
- Speak directly to the student.
- Be a good speech model.
- Have easy and good interactive communication in classroom.
- Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.
- Encourage participation in classroom activities and discussions.
- Model acceptance and understanding in classroom.
- Anticipate areas of difficulty and involve the student in problem-solving.
- Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.
- Use a peer-buddy system when appropriate.
- Devise alternate procedures for an activity with student.
- Use gestures that support understanding.
- Model correct speech patterns and avoid correcting speech difficulties.
- Be patient when student is speaking, since rushing may result in frustration.
|Academics & Behavior
- Reduce unnecessary classroom noise as much as possible.
- Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.
- Provide verbal clues often.
- Provide a quiet spot for the student to work if possible.
- Speak clearly and deliberately.
- Provide visual cues - on the board or chart paper.
- Redirect the student frequently and provide step by step directions - repeating when necessary.
- Allow students to tape lectures.
- Allow more time for the student to complete activities.
- Modify classroom activities so they may be less difficult, but have the same learning objectives.
- Allow more time for the student to complete assignments and tests.
- Design tests and presentations that are appropriate for the student (written instead of oral).
- Divide academic goals into small units, utilizing the same theme.
- Provide social and tangible reinforcers.
- Focus on the student's strengths as much as possible.
- Have the student sit in an accessible location to frequently monitor their understanding.
- Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.
- Have routines that students can follow.
- Use a visual reminder of the day's events to help with organization.
- Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.
- Be aware that because of the way the brain develops, it is easier to acquire language and communication skills before the age of five.
- Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.
- Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.
- Ensure that the student has access to their (portable) communication system across all contexts, all of the time.