Strategies, Cues, and Modifications



Strategies, Cues, and Modifications

What is a compensatory strategy?

A strategy is something students are taught to do to compensate for cognitive deficits which affect their ability to learn or perform on typical academic tasks. Examples of compensatory strategies are:

Teach the student to use checklists to complete tasks in the correct sequence.

Teach the student to underline key words in written directions to prepare for the task and focus attention before beginning an assignment.

Teach the student to use a finger or a card to improve efficiency and accuracy in scanning.

Teach the student to draw a picture representing information in a word problem to prepare for the task and to increase comprehension of the process before working the problem.

Teach the student to visualize a word, picture, or diagram to enhance memory.

Teach the student with auditory strengths to repeat instructions out loud before attempting a task.

Teach the student to use a story planner or story map to generate and organize ideas for written work before starting to write.

Teach the student to pre-scan written material for pictures, key words, graphs, and section headings to improve comprehension and retention.

What are cues?

Cues are something added to the environment by the teacher or the student to stimulate the student’s use of compensatory strategies and/or support that student's performance on academic and social tasks. Cues are most effective when they are simple, and if possible, private. Some students can be taught to cue themselves. Examples of cues are:

Place a picture, symbol, key word, or list on the student’s desk, notebook, or study carol. Some students may be able to respond to the actual visual cue. Others may need the teacher to point to it in order for them to use the cue effectively.

Use a hand signal, such as pointing to the eyes for “look”, ears for “listen”, or putting a hand up for “stop”.

Say the student’s name, or a previously agreed on word or sound to provide an auditory cue.

Say a key word to cue the use of a strategy, such as, “stop and think,” “check your list,” or “focus.”

Use a beginning sound, definition, or other auditory cue to stimulate memory and retrieval.

Use a light tap on the student’s hand or upper arm to cue attention, posture, or use of a strategy. Make sure the student does not mind being touched before using a tactile cue.

What are classroom modifications?

Classroom modifications are adjustments which the teacher makes to the classroom environment, the instruction, and/or the academic tasks to compensate for a student's cognitive and/or physical deficits. Modifications are also made to support the student's ability to perform, learn, and get along with others at school. Examples of classroom modifications are:

Arrange for a shortened day for a student who is experiencing cognitive or physical fatigue.

Arrange the room to accommodate for wheelchair access or to decrease stimulation.

Give preferential seating to enhance attention or facilitate cueing.

Reduce length of assignments for students who are having problems concentrating or who are experiencing fine and/or gross motor problems.

Provide additional response time for students with processing and/or retrieval problems.

Provide a work area which is free from distractions for a student with attentional deficits or who is overly stimulated by sensory input.

Allow the student to utilize assistive technology (i.e., laptop computers, augmentative communication devices, tape recorders, etc.).

Points to consider:

Strategies belong to the student, not the teacher.

For the teacher the process of choosing and teaching a strategy takes a great deal of planning and instructional time.

For the student with processing deficits the process of learning a strategy requires direct instruction followed by practice with and without cues, frequent reinforcement, and guided application.

Strategies should be portable across both space and time.

Teachers often must use cues to stimulate the student's use of learned strategies.

Students can be taught to self-cue.

Janet Montgomery, M.Ed. 12/97, rev. 2005

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