This document provides a strategy matrix for supporting a student with an emotional disturbance disability. It outlines common characteristics in academic, social/school skills, and behavior/organization areas and matches them with evidence-based strategies. For academics, strategies include sticky note techniques to assist with comprehension and organization tools like graphic organizers. Socially, approaches like the good behavior game and praise statements aim to create a positive environment. Behaviorally, check-in/check-out and self-talk techniques help build relationships and control emotions. The matrix pairs specific challenges with research-backed interventions to provide a comprehensive support plan for this student.
This document provides a strategy matrix for supporting a student with an emotional disturbance disability. It outlines common characteristics in academic, social/school skills, and behavior/organization areas and matches them with evidence-based strategies. For academics, strategies include sticky note techniques to assist with comprehension and organization tools like graphic organizers. Socially, approaches like the good behavior game and praise statements aim to create a positive environment. Behaviorally, check-in/check-out and self-talk techniques help build relationships and control emotions. The matrix pairs specific challenges with research-backed interventions to provide a comprehensive support plan for this student.
This document provides a strategy matrix for supporting a student with an emotional disturbance disability. It outlines common characteristics in academic, social/school skills, and behavior/organization areas and matches them with evidence-based strategies. For academics, strategies include sticky note techniques to assist with comprehension and organization tools like graphic organizers. Socially, approaches like the good behavior game and praise statements aim to create a positive environment. Behaviorally, check-in/check-out and self-talk techniques help build relationships and control emotions. The matrix pairs specific challenges with research-backed interventions to provide a comprehensive support plan for this student.
This document provides a strategy matrix for supporting a student with an emotional disturbance disability. It outlines common characteristics in academic, social/school skills, and behavior/organization areas and matches them with evidence-based strategies. For academics, strategies include sticky note techniques to assist with comprehension and organization tools like graphic organizers. Socially, approaches like the good behavior game and praise statements aim to create a positive environment. Behaviorally, check-in/check-out and self-talk techniques help build relationships and control emotions. The matrix pairs specific challenges with research-backed interventions to provide a comprehensive support plan for this student.
Student’s Strengths: 1. Happy to take class responsibilities, 2. Verbally Expressive, 3. Building Strong relationship with them is really helpful.
Common Disability Characteristic Evidence-based Strategies
Academic 1. Exhibits severe deficiencies in 1. Sticky Note Strategy- Assists with reading metacognitive skills, memory comprehension & recall, following directions, skills and attention which lead to time management, math concepts & semantic academic underachievement in mapping. reading, math, writing and 2. Self-Regulate - Enables to manage attention, spelling. and cognition to engage in goal-directed actions, such as learning. 2. Difficulty in organizing. 1. Graphic Organizers – Visual and graphic display helps to organize ideas, concepts and enhance reading comprehension and writing skills. 2. Guided Notes- Support with metacognition and organization. Social / School Skills
1. Exhibits social behavior similar 1. Good Behavior Game - Aims at positive
to that of younger children and act behavior instead of punishing negative socially immature. behavior. 2. Behavior Specific Praise Statements - Create a positive classroom environment where behavioral expectations are known. 2. Withdraws from peers and appear 1. Think-Pair-Share - Helps to become a part of socially isolated. the class/work on social skills. 2. Peer Assisted Learning Strategy - Creates an opportunity to assume an integral role in a valued activity. Behavior / Organization 1. Difficulty in building and 1. Check-In/Check-Out - Builds relationships, maintaining relationships. fosters self confidence & provides reinforcement for goal attainment and/or improvement. 2. Praise Notes - Encourage to participate and engage, and promote positive behavior. 2. Aggressive with peers, adults and 1. Positive Self-talk - Controls the mind, emotions, cause harm when playing or attitudes, degree of effort, behavior, and even interacting with others. lead to better performance. 2. Behavior Contracts – Help to improve behavior significantly.