Tatiana MacGregor #9

Strategy Matrix: ​Organize Needs & Interventions

Disability: ​Student with OHI (Other Health Impairment)

Student’s Strengths: ​This student is sociable, extroverted, and participative. In class, they are confident
and quick to help other students in need. They also excel at using assistive technology for assignments such
as laptops and ipads.
Common Disability Characteristic
Academic
● Trouble paying attention
● Easily distracted
● Does not complete schoolwork or
other assigned activities
● Avoids activities that require
mental effort or concentration
Social / School Skills
● Coordination issues
● Muscle weakness
● Mobility issues
● Tired easily
● Difficulty making social
connections
Evidence-based Strategies
● Sticky Notes: ​This strategy for reading helps students
self-monitor and promote critical thinking. As the student
reads the text, they become engaged, pay closer attention
to the text, form notes, and become less distracted as a
result of.
● Response Cards and Choral Responding: ​This strategy
provides the student with a platform to actively
participate during class orally or written, depending on
the need. Through response cards and choral responding,
the teacher can check for understanding to make sure the
student is on topic and doing what they´re supposed to be
doing.
● Behavior Contract: ​Within this contract, the student and
teacher write in detailed expectations. If the conditions
are met, such as incomplete schoolwork or other assigned
activities, then the student can earn a reward stated in the
contract. This strategy would be effective in detailing
expectations in regards to school work and other assigned
activities in order to carry out the intervention plan and
hold the student accountable for completing his work in
and out of class.
● Behavior Specific Praise: ​This classroom management
strategy acknowledges appropriate behavior by using
positive verbal statements to reinforce the occurrence of
an appropriate behavior. This classroom management
strategy would allow for the teacher to remind the student
to actively participate and engage in activities in order to
reduce this problem behavior and encourage the student
using positive verbal statements.
● Text to speech: ​This strategy allows students to write
while speaking aloud. If this student begins to feel tired
or weak, they can translate their speech to text using a
device or software.
● Art and Illustration: ​When the student begins to feel
tired, they can resort to a poster, chart, graph, drawing,
drama, etc. as a formative or summative assessment in
order to better serve the student and their muscle
weakness and/or coordination issues.
● Academic Games: ​Academic Games use classroom
content, competition, and structure to review, pre-teach,
or explore the curriculum. Through this, the competition

Behavior / Organization
● Blurts out answers
● Has difficulty waiting their turn
● Interrupts others
● Has difficulty with organization of
activities
● Forgetful in many activities
● Loses necessary materials
can help the student build stronger relationships and skill
to work better as a team and better create social
connections as a result.
● Class Wide Peer Tutor (CWPT): ​This strategy is where
students serve as academic tutors and tutees. CWPT in
the classroom would allow for this student to make a
social connection with another student while also
improving their academic and social development. Also,
a CWPT can help increase this student’s self confidence
and self-efficacy in order to help them further form social
connections.
● Pre-correction: ​This strategy will allow for the student
to be communicated expectations in many different ways.
Through this, the student’s behavior can be guided in
order to meet certain classroom expectations which can
quell this student’s blurting and interruptions in class.
● Behavior Contingency Plan: ​This plan is classroom
management strategy that allows for teachers with overall
challenging problems in the classroom as a whole.
Overall, this plan includes behavioral expectations and
the various ways to positively reinforce students for their
behavior. When implemented by the teacher, this strategy
could tackle these behavioral characteristics that could be
an overarching problem found in the classroom instead of
using it individually and directly for one student.
● Graphic Organizer: ​this​ ​reduces the chance of
misunderstandings by improving organization on a
certain topic. In addition, a color-coded planner could be
used for a forgetful student who has difficulty with time
management and organization of assignments.
● Self Regulation: ​Self-regulation strategies reduce
disruptive behavior by encouraging students to control
their own behavior. This strategy allows for the student to
take charge of their own learning and monitor their own
behavior while making the necessary adjustments.
Through this, the student can learn how to better organize
themselves and their learning in order to set them up for
success.