(sets unrealistic goals) +Assist student in setting long-range goals: break the goal into realistic parts.+Use a questioning strategy with the student; ask, What do you need to be able to do this?+Keep asking that question until the student has reached an obtainable goal.+Have student set clear timelines of what he needs to do to accomplish each step (monitor student progress frequently). 2. Difficulty sequencing and completing steps to accomplish specific tasks (e.g. writing a book report, term paper, organized paragraphs, division problem, etc.) + Break up task into workable and obtainable steps.+ Provide examples and specific steps to accomplish task. 3. Shifting from one uncompleted activity to another without closure. + Define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and corrected; do not begin on the next task until it is finished). 4. Difficulty following through on instructions from others. + Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written directions.+ Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions. 5. Difficulty prioritizing from most to least important. + Prioritize assignment and activities.+ Provide a model to help students. Post the model and refer to it often. 6. Difficulty sustaining effort and accuracy over time. + Reduce assignment length and strive for quality (rather that quantity).+ Increase the frequency of positive reinforcements (catch the student doing it right and let him know it. 7. Difficulty completing assignments. + List and/or post (and say) all steps necessary to complete each assignment.+ Reduce the assignment into manageable sections with specific due dates.+ Make frequent checks for work/assignment completion.+ Arrange for the stude...
