Are you looking for simple ways to help students who only listen when someone makes eye contact with them? If so, keep reading.
1. the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.
2. , explanations, and directions after they have been given to enable retention.
3. Get the learner to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.
4. when information is orally presented.
5. Get the learner to listen and takes notes for “Who, What, Where, On occasions where, How, and Why” while ideas are presented.
6. Get the learner’s hearing reviewed if it has not been recently reviewed.
7. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.
8. Train the learner to keep attention to the source of information by keeping eye contact, keeping hands free from other and reducing other distractions.
9. Provide a consistent format in which information is orally presented.
10. Provide visibility to and from the learner at all times to ensure that the learner is attending.
11. Let happen as a result of the learner’s failure to listen (e.g., the failure to respond correctly, a failing grade, etc.).
12. Assess the visual and auditory stimuli in the classroom and remove or lessen unnecessary environmental stimuli.
13. (e.g., explain the purpose of a task, relate the curriculum to the learner’s environment, etc.).
14. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.
15. Get the learner to
16. Urge the learner to create an understanding of themselves and their surroundings. Train the learner to periodically step back and ask themselves, “Am I keeping eye contact?” “What should I be doing now?”
17. Plan essential , tasks, and lectures at times when the learner is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.). Inform the learner what to listen for when being given instructions or receiving information, etc.
18. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.
19. Give chances for the learner to As the learner becomes more successful at keeping attention and eye contact, slowly include more people in conversations.
20. Minimize visual and auditory stimuli in and around the classroom that interfere with the learner’s capacity and ability to listen successfully (e.g., close the classroom door and windows, draw ·the shades, etc.).
21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. to view list of assistive technology apps that we recommend.
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1. the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.
2. , explanations, and directions after they have been given to enable retention.
3. Get the learner to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.
4. when information is orally presented.
5. Get the learner to listen and takes notes for “Who, What, Where, On occasions where, How, and Why” while ideas are presented.
6. Get the learner’s hearing reviewed if it has not been recently reviewed.
7. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.
8. Train the learner to keep attention to the source of information by keeping eye contact, keeping hands free from other and reducing other distractions.
9. Provide a consistent format in which information is orally presented.
10. Provide visibility to and from the learner at all times to ensure that the learner is attending.
11. Let happen as a result of the learner’s failure to listen (e.g., the failure to respond correctly, a failing grade, etc.).
12. Assess the visual and auditory stimuli in the classroom and remove or lessen unnecessary environmental stimuli.
13. (e.g., explain the purpose of a task, relate the curriculum to the learner’s environment, etc.).
14. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.
15. Get the learner to
16. Urge the learner to create an understanding of themselves and their surroundings. Train the learner to periodically step back and ask themselves, “Am I keeping eye contact?” “What should I be doing now?”
17. Plan essential , tasks, and lectures at times when the learner is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.). Inform the learner what to listen for when being given instructions or receiving information, etc.
18. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.
19. Give chances for the learner to As the learner becomes more successful at keeping attention and eye contact, slowly include more people in conversations.
20. Minimize visual and auditory stimuli in and around the classroom that interfere with the learner’s capacity and ability to listen successfully (e.g., close the classroom door and windows, draw ·the shades, etc.).
21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. to view list of assistive technology apps that we recommend.
The post appeared first on .