Lagging+Skills

** 1. Explicitly teach SSLANT ** (and use a lot of positive reinforcement when they do it): **S**it UP, **S**mile, **L**isten, **A**sk Questions, **N**od when being spoken to, **T**rack with your eyes []

**2. Self-Monitoring** (Put in a clear plastic sleeve and use a dry erase to make it reusable.) (This is a publisher file so it can be adapted to suit your needs.) []


 * 3. Red/Green Choices: Self-Monitoring **

**4. Teach visualization techniques** [] The article specifically highlights test-taking but it could easily be adapted for other situations.

**5. Teach the student to monitor their own body signs of nervousness, frustration and anxiety.** It is particularly helpful for children to recognize that when they are nervous, stressed, and angry, they should feel the tightening of certain body parts. If they can recognize when fists clench, jaws tighten, and stomachs harden, they have the power over their bodies to relax and gain control. They can begin to breathe deeply and "send" their breaths consciously to relax body parts. By sending the breaths to his hand, your child can silently prompt himself to relax his hand (until the fist is released and fingers are loose). Teach your child that when his body is relaxed, he is better able to think and plan.   What does it look like when they are on-task? (Role reversal - have them be the teacher!) []   []   Teach other students how to tactfully and politely ask their peer to be quiet. []   **9. The Impulse Monster** Use language which externalizes the problem of impulsiveness and then invite your child to "fight off" the problem. For example, you could say, "That Impulsive Monster is sure tricky. It seems like he is always trying to get you in trouble. How do you think we could stop him? or "When Impulsive Monster attacks you, what seems to help scare him off?" or "I'd like to see YOU be the boss of the impulsive monster instead of the Impulsive Monster being the boss of you." (Helpful hint: you might skip this intervention if the student has anxiety problems...especially if they are freaked out by monsters...) //[]//   **10. Explicitly teach non-verbal cues** Most of your students know what it means when you turn to them in the middle of a lesson, raise your eyebrows, lower your chin, and stare at them with a frown. Some kids might need to be taught what that means. "When I look at you like {this} that means that I am not happy and that you are doing something that you are not supposed to be doing. When you see {this face}, you need to freeze, look around the room, and figure out what you are doing wrong. You could look at the other students and see what they are doing. Then fix yourself." [|http://www.advancingmilestones.com/PDFs/m_resources_activities-for-nvcues.pd]
 * 6. Role play on-task behavior with puppets. **
 * 7. "How Does Your Engine Run" **
 * 8. Teach STOP-WALK-TALK...to your on-task students **