nt to have a "study buddy" with phone number in each subject area. 8. Difficulty with any task that requires memory. + Combine seeing, saying, writing and doing; student may need to subvocalize to remember.+ Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions). 9. Difficulty with test taking. + Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally.+ Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable with.Allow ample space for student response. Consider having lined answer spaces for essay or short answer tests. 10. Confusion from non-verbal cues (misreads body language, etc.) + Directly teach (tell the student) what non-verbal cues mean. Model and have student practice reading cues in a safe setting. 11. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details) + Provide student with copy of reading material with main ideas underlined or highlighted.+ Provide an outline of important points from reading material.+ Teach outlining, main-idea / details concepts.+ Provide tape of text / chapter. 12. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details) + Provide student with a copy of presentation notes.+ Allow peers to share carbon-copy notes from presentation (have student compare own notes with a copy of peer’s notes).+ Provide framed outlines of presentations (introducing visual and auditory cues to important information).+ Encourage use of tape recorder.+ Teach and emphasize key words (the following..., the most important point...,etc.). 13. Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli) + Reward attention. Break up activities into small units. Reward for timely accompli...
