Читать книгу The Executive Function Guidebook - Roberta Strosnider - Страница 28

To make the card,create or purchase a 3”×5” or business-size card. Place the name of the strategy on the front of the card, along with visuals if that is helpful for the student.

Place a description of how to use the strategy on the back of the card. It is helpful if this description is stated in the student’s own words. Check the description for accuracy.

Most students with executive functioning deficits will need multiple strategies to help them with several EF skills, with separate cards for each strategy. Clip the various strategy cards together using a notebook binder ring to create a strategy ring. To do this, punch a hole in the top left of the card if you are placing the card on a strategy ring. The ring provides students with an individualized portable reference system of strategies they have learned that support their areas of executive function weakness. Older students may prefer placing their cards in a clear vinyl card sleeve in their binder.

When the student finds success using the strategy in the classroom, generalize its use to other classrooms and situations. Blank templates, modifiable versions of materials, and strategy cards can be found at the URL: http://resources.corwin.com/ExecutiveFunctioning.

As the student continues to practice the strategy, it is important to determine whether the strategy is appropriate for teaching the student the executive function skill.

Design the data tools, collect data on the success of the strategy, and revise as necessary. This is the baseline phase of the data collection process. Once the baseline data have been collected, analyze the data and go back and make any necessary adjustments. For example, does the baseline data show that this strategy works for the student? Does the student need extra supports such as cues to remember to use the strategy? Does the student need extended time to complete the steps of the strategy? After the student has been taught the strategy, it is important for you as the teacher to determine whether the strategy is appropriate for the student’s needs and if the student is comfortable using the strategy. Not every strategy is appropriate for every student; therefore, it is important to evaluate if the selected strategy is suited to the student.