Mandy Partida #17

Strategy Matrix
Organizing Needs & Strategies for Intervention Purposes

Disability: Mild Intellectual Disability

Possibly / Common Strengths: Students with mild intellectual disability generally have a happy disposition and are easy to please. Positive
praise strategies work well for students with mild intellectual disabilities.

Common Disability Characteristic Evidence-based Instructional or Behavioral Strategies

Students with Mild Intellectual Disabilities the student can learn to find school success

Academic
Lag significantly behind grade level peers- Typically, students
with mild intellectual disabilities have a low IQ and are
academically 2 or more grade levels behind their peers. They are
often time slower when completing task.
Difficulty with working memory- Students with low working
memory struggle with organizing new information, or recalling
information needed to complete routine tasks.
Curriculum Based Measurements- CBMs are a tool used to show
student progress and adjust instruction to meet the individual
needs of each student. Students with Mild Intellectual Disabilities
have content offered to target their specific academic needs.
Computer Assisted Instruction- Students with mild intellectual
disabilities benefit from this strategy because teachers can easily
modify instruction to the students academic level without others
knowing of any change. CAI allows for the student to progress
through lessons or activities at their pace.
Graphic Organizers- Graphic organizers help students sort and
organize a large amount of content so that it is easier to process,
understand, and retain.
Visual Schedules- Visual schedules are a way to remind students
with mild intellectual disabilities of daily routines.

Social / School (Skills)

Socially awkward (lack the ability to read social cues)
Praise Specific Statements- This strategy is designed to encourage
desired behaviors in the classroom. Students with mild intellectual
disabilities respond well to praise so teachers can utilize this
behavior to reinforce appropriate behavior while working in a
variety of classroom/school settings.
Cooperative Learning Groups- This strategy allows for students to
interact with peers and practice appropriate conversation and
behaviors needed in a social or academic setting.

Overly dependent on teachers/parents/caretakers- Students
with mild intellectual disabilities often display learned
helplessness in academic settings. Students see the academics as
too hard (often times it is) and lack the skill set need to problem
solve on their own, therefore they seek immediate attention
from anyone that can help them overcome this feeling of
helplessness.
PALS-Peer Assisted Learning Strategies- While working in a group
setting, students are able to follow steps, or question cues, to guide
them through a specific task allowing for opportunities for success
in an academic setting without relaying the teacher, parent, or
caretaker.
Check In/Check Out System- This strategy works well because it
provides students with positive adult attention while giving specific
and timely feedback on behaviors.

Behavior / Organization
Limited gross and fine motor skills- Students with mild
intellectual disabilities often become frustrated during content
rich lessons. They lack to motor skills to keep up with note
taking and class conversations, specifically during direct
instruction type lessons.
Trouble controlling their emotions- In most situations, students
with mild intellectual disabilities show emotion when they are
frustrated. The emotions usually are stimulated by the students
inability to express their frustrations in a clear and concise way.
Guided Notes- This strategy allows teachers to provide note taking
assistance to students. A variety of cues can be given to help keep
students engaged in the lesson.
Movement- Allows for students to practice the gross and fine
motor skills needed to complete daily task. Teachers may want to
model the idea of personal space when using this strategy.
Good Behavior Game- Shows students that their actions can have a
positive or negative impact on a group goal.
Behavior Contracts- Provide students with a concrete
representation of their day and allow for teacher and parents to
celebrate as well as reinforce desired behaviors.