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Understanding the “G’s” of Special

Needs Students and Tips to

Accommodations/ Modifications and

Behavior StrategiesPresented by

Jay Morris, M.Ed.ARD Facilitator

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Autism Deaf-Blindness Deafness Emotional

Disturbance Hearing Impairment Intellectual Disability

(Mental Retardation) Multiple Disabilities Orthopedic

Impairment

Other Health Impairment

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury Visual Impairment

(including Blindness)

Categories of Disabilities under IDEA

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“G” ScalesFactor Clusters COMPREHENSION-KNOWLEDGE (Gc) 10-1 4.7 92 30 Average LONG-TERM RETRIEVAL (Glr) 8-4 3.0 83 13 Low

Average VISUAL-SPATIAL THINKING (Gv) 10-0 4.6 95 37 Average AUDITORY PROCESSING (Ga) 15-1 9.6 111 77 High

Average FLUID REASONING (Gf) 9-2 3.8 89 23 Low

Average PROCESSING SPEED (Gs) 8-4 3.0 69 2 Very

Low SHORT-TERM MEMORY (Gsm) 16-4 10.9 111 77 High

Average PHONEMIC AWARENESS III 8-10 3.5 87 19 Low

Average

Extended Battery Clusters AE GE SS %-ile

Descriptor

GENERAL INTELLECTUAL ABILITY (GIA) Ext

9-11 4.6 91 27 Average

VERBAL ABILITY (Ext) 10-1 4.7 92 30 Average THINKING ABILITY (Ext) 10-2 4.8 94 34 Average COGNITIVE EFFICIENCY (Ext) 11-0 5.6 97 42 Average

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Gc: Crystallized IntelligenceBreadth and depth of acquired knowledge Verbal, language-based knowledgeAcquired knowledge

language development, lexical knowledge (vocabulary), listening ability, general information

Influenced by culture, background experiences, and educational opportunity

Affects vocabulary, answering factual questions, comprehension of oral and written language

Associated with LD in Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Gc

Relate new learning to prior knowledge

Pre-teach vocabulary or background knowledge

Provide specific vocabulary instruction (BAV)

Paraphrase using simplified vocabulary that is clear and

concise Incorporate student

interests and prior knowledge into activities

Check for student understanding of instruction and/or directions

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Gf: Fluid Reasoning

Think and Reason “mental operations”

Problem solving in “novel” situations

Forming/recognizing concepts, identifying relationships, drawing inferences, mental flexibility

Associated with LD in Reading Comprehension, Math Reasoning, and Written Expression

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Accommodations to Address Difficulties with Gf

Provide repetition and repeated review of concepts

Teach problem solving strategies and provide a list of procedures to follow when working on problem solving tasks

Provide step by step instructions Insure mastery of prerequisite skills prior to

introducing more abstract concepts Utilize graphic organizers Peer assistance

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Gsm: Short-Term Memory

Ability to hold information & use it immediately (within a few seconds)

Retain 7 chunks of information Memory span, working memory Impacts attention, following directions, memorizing facts,

listening and comprehending instruction, note taking Associated with LD in Basic Reading, Reading

Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Gsm

Provide repetition and repeated review Short, concise directions Insure understanding of directions- have

student repeat Minimize distractions and insure you have

the student’s attention prior to giving directions/ providing instruction

Teach memory strategies Provide visual supports (i.e., written

directions, copy of notes, etc.)

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Gv: Visual ProcessingAbility to generate, store, retrieve, and

transform visual patterns/stimuliAbility to mentally reverse and rotate

objects Includes spatial relations, visualization, visual

memory, and orthographic processing Not considered to have a significant impact on

academics Can impact math- using patterns and designs, spatial

orientation, noting visual detail Associated with LD in Basic Reading, Reading

Fluency, Math Calculations, and Math Reasoning

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Accommodations to Address Difficulties with Gv

Provide manipulatives Use graph paper to assist with visual

organization Provide note taking assistance Reduce extraneous visual stimuli on

handouts/ assignments

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Glr: Long-Term Retrieval

Ability to store information and retrieve it

Process of storing and retrieving information

Includes meaningful memory, associative memory, ideational and figural fluency

Associated with LD in Basic Reading, Reading Fluency, Math Calculations, Written Expression, and Oral Expression

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Accommodations to Address Difficulties with Glr

Provide repetition and repeated review and limit the amount of new information presented at a time

Provide immediate feedback; avoid extended time between instruction and assessment of retention

Allow time for a “mini-review” prior to test taking Utilize reference materials (i.e., calculator,

multiplication chart, spell check, etc.) Teach strategies to improve memory (i.e.,

mnemonic devices, rehearsal, visual supports)

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Ga: Auditory Processing

Ability to perceive, analyze, and synthesize a variety of sounds

Phonological awareness and processing Impacts reading and writing, especially during

early stages of learning Associated with LD in Basic Reading, Written

Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Ga

Provide phonological awareness activities (i.e., rhyming, alliteration, imitation, etc.)

Emphasize sound/symbol associations when teaching reading decoding and spelling

Provide visual supports/outlines for listening activities/note taking

Reduce auditory distractions Grade for content and mechanics rather than

decoding and spelling

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Gs: Processing SpeedAbility to process information quickly

and efficientlyMental quickness Perceptual speed, number facility, speed of

reasoning, rate of test taking Affects timely completion of assignments,

processing information quickly, taking timed tests

Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Written Expression

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Accommodations to Address Difficulties with Gs

Consider reducing the quantity of work or provide additional time to complete

Emphasize quality over quantity Limit copying activities or provide structure Utilize activities that increase rate and

fluency (i.e., flash cards, educational software, etc.)

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Deliver instructions slowly Shorten length of assignments Limit number of activities when introducing

new concepts Prioritize tasks Assign one section of the task at a time Use blank file card with a window in center

to focus on 1 questions or problem at a time

ModificationsPace of Instruction

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Use items that can be answered briefly Reduce number of facts, topics, or activities

that address the same concept Allow student to answer only circled

questions, choose 3 out of 5, or do odd/even # questions

Give page number prompts for open book tests

Group similar types of questions together

Short Answer Tests

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Highlight key words (Note: when testing, students must highlight key words)

When highlighting a test, student should be able to read just the highlights and have enough information.

Color code information Allow highlighting with a buddy

Highlighted Text

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Provide student with a hard copy of notes after attempt

Provide a skeletal outline/organizer that includes main idea of lecture

Thinking Maps Teach abbreviations for taking notes (e.g.,

w/o for without) Allow time at end of class to review notes

Note Taking Assistance

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Mark priority tasks and have student do those first

Extend due date of assignments, projects, etc.

Request student attend tutorials Assist student to develop timeline for

projects, start early or finish later Contract with student regarding time allotted

for completion

Extended Time Assignments

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Allow student to answer as many questions possible, grade only number completed

Reduce the number & length of problems Mark priority tasks. Have student do those

first & give bonus points for extra completed

Shortened Assignments

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Ask student to use notebook, calendars, use of Edmodo

Provide time for student to write down assignments, before or end of class

Post homework on board/Edmodo Provide weekly assignment schedule to copy Post due date for long-term

assignments/projects Have parents and/or teacher initial notebook

Assignment Notebooks orEdmodo

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Visual Strategies Reduce clutter of visuals on wall or boards. Allow use of fact grids & charts Use bookmarks to help with visual tracking

Auditory Strategies Provide verbal cues (e.g.,“This is important”) Ask student to repeat directions Clarify directions/vocabulary

Tactile Strategies Provide outline of lecture Encourage students to create daily records or journals

Kinesthetic Strategies When appropriate, allow student to move about room as part

of learning activity Use simulations & body action activities when appropriate Combine creative dramatics when reading

Study Aids/Manipulatives Strategies

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Student verbally repeat information Have student groups “teach” sections of the

text Pair students together to review reading

assignments Utilize volunteer assistants, when possible,

to provide drill and practice

Repeated Review

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Cool Down Time * Aggression Action Plan * Transition Countdown Limit Setting * Preferential Classroom

Placement Proximity Control * Assignment Review Activity to Do List Assignment Adaptation Restate Immediate Remediation * Wait Time

Compliance Training Storage Bin Positive Reinforcement * Line Assignment Behavior Contract * Planned Ignoring * Redirect-Restate Structured Movement Student Conference * Positive Praise * Class Schedule Check Point Reference Check Guided Instruction

BehaviorsReview 360TM Strategy Bank

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Always consult with students IEP about accommodations/modifications

Consult with special education case manager or dept. leader

Consult with Educational Diagnostician/Licensed Specialist in School Psychology (LSSP) for guidance

Working together as a team = student success

Conclusion

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Jay Morris, M.Ed. jlmorris@alvinisd.net

Questions