Procedure Handbook
Special Education Programs
Prairie Rose
SCHOOL DIVISION NO. 8
16C5 Cognitive Factors Modification Summary
Evaluation of Student
Successful use of modification
Needs more work
Unsuccessful use of modification
Score
1
2
3
Student Name: __________________________________Code:_____
Teacher: _______________________________________Grade:____
Paraprofessional:___________________________________________
Long Term Memory (Retrieval)
Short concise oral instructions
Visual reinforcement
Cumulative review methods ie. Concept cards/study guide review
Review learned concepts before presenting new ones
Break down large assignments into smaller tasks (chunking)
Short Term Memory
Short concise oral instructions
Write sequence of activities on board – gradually increase orally:1 step
direction, then 2 ..etc.
Teach associative memory skills
Assign peer to assist following directions: student told what to listen for:
jot key words – pause & check for understanding
Student repeat/paraphrase directions & explanations or nonverbal cue to
repeat to self
Reduce distracting stimuli when presenting concept
Chunking/Review: Give 5 questions 4X throughout day instead of all 20
at once
Do 1st problem/check work so directions are followed accurately
Teach key word recognition
Processing Speed
Reduce the # of questions assigned/mult choices etc.
Provide additional time to complete
Priorize sequence of test question completion
Provide oral question in advance and come back for response
Agree to nonverbal cue to advance warning of question: ie. Will stand in
front of your desk before asking question (reduce anxiety)
Extend wait time for oral questioning
Auditory Processing
Encourage good listening (sit/look/listen)
Short concise oral instructions
Pair visual with oral
Encourage paraphrasing
Marking criteria that does not penalize spelling errors
Teach Sight words /phonics /comprehension
Ensure 90% success in reading accuracy to increase fluency and
confidence
Teach Visualization techniques
Reporting
Period 1
Reporting
Period 2
Reporting
Period 3
Procedure Handbook
Special Education Programs
Prairie Rose
SCHOOL DIVISION NO. 8
Visual Processing
Teach Visualization techniques
Configuration approach to spelling/vocabulary
Avoid timed copying activities
Provide note taking outline
Seat close to visual stimuli
Reporting
Period 1
Reporting
Period 2
Reporting
Period 3
Performance Modification Summary
Reporting
GE _____
Period 1
Reporting
Period 2
Reporting
Period 3
Visual Processing (Cont’d)
Storybook tapes or read aloud
Pair visual with oral
Comprehension / Knowledge
Encourage use of paraphrasing
Encourage good listening (sit/look/listen)
Daily paired reading (listening/speaking)
Assign alternate text: High interest/low vocab
Underline/highlight vocab/directions/keywords
Supply study guides for texts/summaries for novels
Fluid Reasoning
Teach only the basics in each subject area
Drill to mastery
Cumulative review methods ie. Concept cards/study guide review
Preteach to tests: ie. Alternate test questions/study guides or outlines
Teach student to verbalize the problem solving process (see attachment)
Pair/group for brainstorming/problem solving
Reading Skills
TA assistance: targeted skill development for:____________________________
Provide reader / tapes for assignments and exams
Allow extra time
Shorten / Prioritize exams
Provide adapted reading materials
Substitute /adapt assignments as necessary -see rdg level
Other(s):
Writing Skills
TA assistance: targeted skill development for:____________________________
Provide scribe______ alphasmart______
Use of cloze notes
Modify marking rubric ie. Spelling / mechanics
Accept varied forms of output (ie. Pictorial reports/tapes)
Allow extra time
Reduce # spelling words to #______ words/weekly
Provide alternate level of spelling words: ________________________________
Other(s):
Procedure Handbook
Special Education Programs
Prairie Rose
SCHOOL DIVISION NO. 8
Mathematical Skills
GE_____
TA assistance: targeted skill development for:____________________________
Allow extra time
Allow use of calculator, chart etc.
Shorten assignments
Substitute/adapt assignments as necessary
Provide alternate level of math series:___________________________________
Other(s):
Self-regulation Skills
Provide quiet work setting
Allow opportunity for mobility ie. Errands etc.
Implement an intervention program for:_________________________________