If the student has difficulty with this.

consider some of these ideas

Difficulties in the area of response inhibition


Shouting out answers
Remind the group ahead of time what the rules are for giving answers
Put a visual cue on the students desk
Develop a signal that you can use when the behavior happens so that you
arent giving attention
Require that answers be written before calling on someone

Grabbing things

Keep the instructional area clear of items.
Choose seating carefully.
Create a routine for how to have a turn with an item.

Cant wait for short
periods of time

Dont ask the student to wait indefinitely.
Use a visual timer to show how long to wait; use increasingly longer
intervals.


Making careless errors

Use reminders to get ahead of errors that are most likely
Have the student check for errors at a time after the original work is done
Encourage self-talking

When told, you cant, he
immediately does it


Create a visual that shows what happens if you disobey the rules
Reword how you tell him that he cant so that he has time to think before
acting

Class clown type behaviors


Stay near him at clown-inducing moments

Develop a non-verbal signal to let him know hes crossed the line


Responding to
comprehension questions
before reading the entire
passage

Have him read the questions first, then remove them until the passage is read
Teach the student to answer a question at a time and read through the
passage to find the answer
Give the student a proof-reading checklist that he would use (one type of
error at a time)
Have the student read the passage aloud (or sub-vocalize)

Being distracted by
external simuli (like noises
in the hall)

Allow the use of headphones/white noise
Preferential seating
Be cognizant of when hallway noises (or other stimuli) may happen and
schedule instruction accordingly
Be prepared to assist the student to get back in the groove after his
attention has wandered

Reacting emotionally to
unexpected situations

Warn the student when events may change unexpectedly
Create a things are going to change routine and make it visual
Have a safe place the student can go to get himself back in control
Develop a social story

Saying things that are
hurtful

Discuss this with the student and design an apology routine; cue the student
to use it as needed
Put a visual cue on the students desk to help him remember
Use role-playing to identify more appropriate things that could be said