Strategy Matrix for Students with Emotional Disturbance
Organize Needs & Interventions
Disability: Emotional Disturbance (ED)
Possible Strengths: Creativity, Special Talents, Seeing Situations from Unique Angles and Perspectives
Common Disability Characteristic
that Interfere with Learning
Deficits in pragmatic communication in
academic settings
Often behind in curriculum due to
frustration level being met early during
academic time
Social / School Skills
Lack a sense of fair play/ turn-taking
during group activities
Limited social interactions and becomes
isolated/solitary
Behavior / Organization
During class time the student is fidgety,
out of seat, talking out, and/or
argumentative to gain direct attention
May become verbally or physically
aggressive when over-stimulated
Evidence-based Strategies
to Increase Students School Success
Academic
Response Cards: this strategy would benefit the student because it
gives them an opportunity to respond during academic activities with
the rest of the class using definite answers the teacher and the student
mutually understand.
Digital Responding: this strategy allows the student to engage in the
academic lesson by responding in a private medium with pre-chosen
answer choices and receives feedback directly.
Guided Notes: this strategy provides the student with an opportunity to
follow along in class with the same material as their peers but they only
fill and complete select critical vocabulary words.
Graphic Organizers: the use of this strategy allows the student to sort
and categorize academic information into corresponding components
that make sense with the information being learned.
Peer Assisted Learning Strategies (PALS): this strategy would be
beneficial for the student because they are given a pre-assigned partner
to help them engage in positive social skills in the classroom.
Academic Games: this strategy would fit this behavioral area because
the student would be led in an activity with the entire class so they may
observe the desired behavior from their peers in a structured game
setting.
Class Wide Peer Tutoring: this strategy would help the student interact
with other students without feeling singled out or targeted.
Music Rhythm: this strategy would allow the student to express
themselves and communicate differently in a way they may feel more
comfortable.
Good Behavior Game: this strategy holds the entire class accountable
for their actions so the student will gain some responsibility and will
gain direct reward for demonstrating desired behaviors.
Movement: this strategy allows the student a specific time to express
excess energy they may be having in class and can alleviate the need to
perform negative behaviors.
Positive Self-Talk: this strategy would help the student independently
try and take control of the situation that they are struggling with by
giving them the tools to see “negative” situations from a different
perspective.
Pre-Correction: this strategy is beneficial because the student becomes
aware before any situation is to arise and before they may be triggered
to have an adverse reaction. They are reminded in a calm manner before
the situation of the steps that need to be taken when they begin
experiencing certain feelings.