Recommendations for Louie McGowan Year 1, Term 2, 2022

Hollywood Primary School

Speech Pathologist: Jeni Brennan

Visual supports
• Use clear visual schedules that reflect the order of planned tasks/activities including a photo
of the assistant that is supporting Louie on the day is possible.
• Encourage Louie to physically move the photo/picture card once the activity is completed to
promote his attention, motivation and comprehension of tasks.
• In tasks where there are multiple steps, breaking down the order/number of tasks into
smaller steps.

Reward incentives
• Impromptu incentive charts can also be easily created at any time, such as drawing a row of
boxes (reflecting the number of steps; ideally 3-5) on a whiteboard or paper that Louie can
stamp or tick after he completes each step.
• Completion of each incentive chart could result in Louie being rewarded with a larger
reward: E.g., daily reward chart (star chart), a pom pom for the class jar, or a small amount
of time in the ‘take a break corner’.

Provide models
• Demonstrate what is required or expected first is highly encouraged.
• Ensure any modelled writing tasks are done with the whiteboard facing him, at his eye level,
and the letter formations completed in front of him, in the same manner and direction
Louie would be expected to complete them.
• If Louie appears unsure, try to scaffold his learning by gradually increasing the level of
support provided, rather than immediately completing the task for him. E.g.:
1. Repeat the target word.
2. Provide underscore lines for the sounds.
3. Write the sound in dotted form and ask him to trace.
4. Ask him to identify the final sound and write it independently.
5. Ensure to segment and blend the entire word at completion.
6. Write the whole word at the top of the whiteboard, then write the lines underneath
for him to copy the written word.

*Ensuring Louie can trace over the word or at least complete part of the word
independently would be the minimum expectation, with an adult writing an entire word
for Louie considered the least desired option.*
Verbal praise
• Frequent verbal praise and explicit feedback regarding what he has done well.
• Verbally acknowledge the difficulty of certain tasks and praise him for his persistence and
effort.
• Consider adopting ‘+1’ rule; if you notice Louie becoming unsettled or losing focus (e.g. try
and encourage him to complete ‘one more’ step before having to discontinue the
task/activity)
• Avoid completing tasks for Louie where at all possible and encourage him to attempt tasks
with a motivating tone and positive facial expression.

Use literal language

• When giving instructions to Louie use specific, concrete, literal language.
• E.g., Say “Now it’s your turn” or “You start now” etc.

Allow time
• Louie will benefit from extra time to process information and complete tasks.
• If necessary, reduce the number of items/tasks he needs to complete.
• Avoid completing tasks for Louie wherever possible.
• Use the cueing hierarchy to provide the appropriate level of support Louie needs (initially
starting with minimal support and increasing to moderate or maximal support as and when
needed).

Comment
• Continue to promote Louie’s language development and confidence by commenting on
what he and/or others are doing.
• E.g., ‘Think aloud’ comments.

Social skills
• Model appropriate body language, eye contact and facial expressions whilst engaging with
Louie.
• If Louie’s teacher/aide is absent take the time to ensure their absence is explained or
acknowledged to support his regulation and minimize any uncertainty he may feel.

Mat time
• Sit Louie close to the teacher, towards the front of the room and amongst his peers where
possible.
• Prepare Louie with verbal warnings for any anticipated announcements, loud noises or
disruptions and reassure him when any unanticipated.
• Offer him his weighted lap cushion if Louie appears restless or seeking sensory input to help
regulate his body.