Are you looking for ways to support students who talk incoherently? If so, keep reading.
1. If the learner is speaking too rapidly, remind them to slow down. Be sure to give them full attention so they will not feel a need to hurry or compete with others for attention.
2. with the learner stipulating what behavior is required (e.g., using finished statements or thoughts when speaking) and which reinforcement will be implemented when the agreement has been met.
3. role-play several situations in which speaking well is essential (e.g., during a job interview).
4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).
5. Develop simple oral reading passages in written form in which phrases are separated by large spaces (indicating “pause”). practice reading the passages aloud.
6. to express displeasure, anger, frustration, etc.
7. keep a list of times and/or situations when they are nervous, anxious, etc., and have more trouble with speech than usual. Help the learner find ways to feel more successful in those situations.
8. On occasions where the learner fails to use complete thoughts (e.g., says, “ball,” and points) elaborate on what they said, (e.g., “So you want to play with the ball?”). This gives a model for more finished statements and thoughts.
9. read simple passages and record them. Get them to listen and underline words or phrases that were omitted, added, substituted, or rearranged.
10. for using finished statements or thoughts when speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
11. Record a spontaneous monologue given by the learner. Transcribe the learner’s speech from the recording and have the learner listen to what they said. correct errors and practice speaking in more finished statements or thoughts.
12. Create a list of the most common unfinished statements or thoughts the learner uses. Spend time with the learner practicing how to make these statements or thoughts complete.
13. . Competitive may increase the learner’s anxiety and lessen the learner’s capacity and ability to finish statements or thoughts.
14. Consider using a classroom management app. to view a list of apps that we recommend.
15. Consider using an adaptive behavior management app. to view a list of apps that we recommend.
16. Consider using Alexa to help the student learn to behave appropriately. to read an article that we wrote on the subject.
17. to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.
The post appeared first on .
1. If the learner is speaking too rapidly, remind them to slow down. Be sure to give them full attention so they will not feel a need to hurry or compete with others for attention.
2. with the learner stipulating what behavior is required (e.g., using finished statements or thoughts when speaking) and which reinforcement will be implemented when the agreement has been met.
3. role-play several situations in which speaking well is essential (e.g., during a job interview).
4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).
5. Develop simple oral reading passages in written form in which phrases are separated by large spaces (indicating “pause”). practice reading the passages aloud.
6. to express displeasure, anger, frustration, etc.
7. keep a list of times and/or situations when they are nervous, anxious, etc., and have more trouble with speech than usual. Help the learner find ways to feel more successful in those situations.
8. On occasions where the learner fails to use complete thoughts (e.g., says, “ball,” and points) elaborate on what they said, (e.g., “So you want to play with the ball?”). This gives a model for more finished statements and thoughts.
9. read simple passages and record them. Get them to listen and underline words or phrases that were omitted, added, substituted, or rearranged.
10. for using finished statements or thoughts when speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
11. Record a spontaneous monologue given by the learner. Transcribe the learner’s speech from the recording and have the learner listen to what they said. correct errors and practice speaking in more finished statements or thoughts.
12. Create a list of the most common unfinished statements or thoughts the learner uses. Spend time with the learner practicing how to make these statements or thoughts complete.
13. . Competitive may increase the learner’s anxiety and lessen the learner’s capacity and ability to finish statements or thoughts.
14. Consider using a classroom management app. to view a list of apps that we recommend.
15. Consider using an adaptive behavior management app. to view a list of apps that we recommend.
16. Consider using Alexa to help the student learn to behave appropriately. to read an article that we wrote on the subject.
17. to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.
The post appeared first on .