Fix

Question 1

Attention

(17 steps: Wave 1 - Wave 3)

Answer 1

Instructional Strategies

I.e. Quality teaching (Wave 1)

1. Break Tasks into Smaller Chunks
   
   • Divide larger tasks into smaller, m
   • Provide clear, concise instructions for each step.
     - Check for understanding.

Why: support WM, Clarity

2. Use Visual Aids and Cues
   
   • Dual coding
     Why: Supports WM
   • Provide schedules, timers, or visual reminders to help students stay on task.
   • Highlight important information with colors or symbols.

Why: Support PFC (guide selective attention to know what to focus on/filter out)

3. Incorporate Frequent Breaks
   
   • Plan settling in time
   • Use short breaks between tasks to prevent cognitive overload.
   • Allow movement breaks or mindfulness exercises.
4. Explicitly Teach Attention Skills
   
   • Model active listening and focusing techniques.
   • Use strategies like self-monitoring checklists or goal-setting.

Why: ADHD coaching teaches executive functioning skills

Classroom Environment Adjustments

6. Create a Distraction-Reduced Workspace
   
   • Provide quiet areas or noise-canceling headphones.
   • Limit visual clutter and seat the student away from high-traffic areas.
7. Flexible Seating Options
   
   • Offer options like wobble stools, standing desks, or fidget tools.
   • Allow students to choose seating arrangements that best suit their needs.
     - - Sit near chatty but hard working peer (buddy double)
8. Use Clear and Predictable Routines
   
   • Establish consistent schedules to reduce anxiety and increase focus.
   • Use visual schedules for transitions and daily activities.

Why: Reduce cognitive load by creating automatic habits (helps in ADHD)

Engagement Techniques

4. Provide Multi-Sensory Learning Opportunities
   
   • Engage multiple senses (visual, auditory, tactile) to increase engagement.
   • Use hands-on activities and interactive materials.

Why: Introduce novelty and sensory stimulation

9. Incorporate Student Interests
   
   • Relate lessons to students’ hobbies or interests to capture their attention.
   • Provide choices in assignments or projects to increase motivation.
     - Explain relevance of topics.

Why: Neuroeconomics, also stage of development (survival ‘need’)

10. Use Positive Reinforcement
    
    • Acknowledge focused behavior with praise or rewards.
    • Set up a token system or behavior chart for sustained effort.

Why: Positive reinforcement PLUS Exploit dopamine system (motivation/drive)

11. Gamify Learning
    
    • Turn lessons into games or challenges to make learning more engaging.
    • Use point systems or team competitions.

Individualized Support

Wave 2 (can be Wave 3)

IEP

12. Provide Visual and Written Instructions
    
    • Pair verbal instructions with written or visual prompts.
    • Encourage students to repeat instructions to confirm understanding.
13. Set Clear and Achievable Goals
    
    • Work with the student to set short-term, achievable objectives.
    • Use progress trackers to celebrate milestones.
14. Offer Extended Time and Adjust Workload
    
    • Allow extra time for tasks or reduce the length of assignments.
    • Focus on quality over quantity.
15. Implement Technology Tools
    
    • Provide text-to-speech or dictation tools if needed.
    • Allow the use of fidget toy while listening/working
16. Incorporate Movement into Lessons
    
    • Use activities like brain breaks, stretching, or kinesthetic learning to reset attention.
    • Incorporate physical movement into learning, like acting out a concept.
17. Collaborate with Support Staff
    
    • Work with special education staff or school counselors for individualized interventions.

Why: Other issues, e.g., trauma, may be impacting attention. Work to resolve those outside of lesson

Question 2

Wave 1 for teaching for Attention (10)

• Instructional
• Class room adjustments
• Engagment

Answer 2

Instructional Strategies

I.e. Quality teaching (Wave 1)

1. Break Tasks into Smaller Chunks
   
   • Divide larger tasks into smaller, m
   • Provide clear, concise instructions for each step.
     - Check for understanding.

Why: support WM (limited capacity/duration, issues in Neuro Dev) Clarity

2. Use Visual Aids and Cues
   
   • Provide schedules, timers, or visual reminders to help students stay on task.
   • Highlight important information with colors or symbols.

Why: Support PFC (guide selective attention to know what to focus on/filter out)

3. Incorporate Frequent Breaks
   
   • Plan settling in time
   • Use short breaks between tasks to prevent cognitive overload.
   • Allow movement breaks or mindfulness exercises.
4. Explicitly Teach Attention Skills
   
   • Model active listening and focusing techniques.
   • Use strategies like self-monitoring checklists or goal-setting.

Why: ADHD coaching teaches executive functioning skills - CBT effective as meds

8. Use Clear and Predictable Routines
   
   • Establish consistent schedules to reduce anxiety and increase focus.
   • Use visual schedules for transitions and daily activities.

Why: Reduce cognitive load by creating automatic habits (helps in ADHD)

Classroom Environment Adjustments

6. Create a Distraction-Reduced Workspace
   
   • Provide quiet areas or noise-canceling headphones.
   • Limit visual clutter and seat the student away from high-traffic areas.
7. Flexible Seating Options
   
   • Offer options like wobble stools, standing desks, or fidget tools.
   • Sit near chatty but hard working peer (buddy double)

Engagement Techniques

4. Provide Multi-Sensory Learning Opportunities
   
   • Engage multiple senses (visual, auditory, tactile) to increase engagement.
   • Use hands-on activities and interactive materials.

Why: Introduce novelty and sensory stimulation

9. Incorporate Student Interests
   
   • Relate lessons to students’ hobbies or interests to capture their attention.
   • Provide choices in assignments or projects to increase motivation.

Why: Deep processing, Neuroeconomics, also stage of development (survival ‘need’)

10. Use Positive Reinforcement
    
    • Acknowledge focused behavior with praise or rewards.
    • Set up a token system or behavior chart for sustained effort.

Why: Exploit dopamine system (motivation/drive)

11. Gamify Learning
    
    • Turn lessons into games or challenges to make learning more engaging.
    • Use point systems or team competitions.

Question 3

Wave 2-3 Provisions for Attention

Wave 2: Small group (usually intervention)

Wave 3: Individual target

Answer 3

Wave 2 (can be Wave 3)

12. Provide Visual and Written Instructions
    
    • Pair verbal instructions with written or visual prompts.
    • Encourage students to repeat instructions to confirm understanding.
13. Set Clear and Achievable Goals
    
    • Work with the student to set short-term, achievable objectives.
    • Use progress trackers to celebrate milestones.
14. Offer Extended Time and Adjust Workload
    
    • Allow extra time for tasks or reduce the length of assignments.
    • Focus on quality over quantity.

15. Implement Technology Tools
    
    • Use apps or tools like timers, reminders, or focus-enhancing software.
    • Provide text-to-speech or dictation tools if needed.
    • Allow the use of fidget toy while listening/working
16. Incorporate Movement into Lessons
    
    • Use activities like brain breaks, stretching, or kinesthetic learning to reset attention.
    • Incorporate physical movement into learning, like acting out a concept.
17. Collaborate with Support Staff
    
    • Work with special education staff or school counselors for individualized interventions.
    • Create an Individualized Education Plan (IEP) or 504 Plan if necessary.

Why: Other issues, e.g., trauma, may be impacting attention. Work to resolve those outside of lesson

Question 4

SEMH (9)

Answer 4

Quality first teaching

Wave 1
Employs ‘attachment theories’

Protection
- Start lesson with easier/familiar task to build confidence
- List activities for the lesson on the board at start of lesson, talk through them with class
Why: No what to expect.
- Introduce routine
Why: Predictability decreases anxiety
- Praise and reward all attempts
Why: Safe environment to fail - allows kids to take more risk in learning and exploring
- Give clear expectations and pathways to get support
- Provide support that can be readily accessed when stuck (e.g., writing frames, word maps, displays “5 things to do when stuck”)

Affiliation
- Welcome students personally at start of class via first name
- Use first name to give instructions/advice
- Reject the behaviour NOT the student when challenging unacceptable behaviour (e.g., don’t expect this behaviour from someone as smart as you)

• Reduce tension over failing by introducing light-hearted competitive games
• Tell student they’re liked / what happens to them matters to school

Give space / room for growth
- Use language of choice when challenging behaviour (“If you choose to continue behaving this way then x. Or you could choose to get back on track, your decision”)
- Avoid being caught up in trivial confrontations. Give instruction, thanks and return after a while
- Reward primary behaviour (starting/doing work) and ignore secondary behaviour (rolling eyes/huffing)
- Avoid aggressive body language and use calm voice

Increase confidence
- Encourage class responsibilities (e.g., handing out books)
- Ask student to help peer with work if possible
- Actively seek good behaviour and reward it

Why: 85yrs longitudinal study Harvard

Remediation and Justice
- Use language of agreement and fairness for all (“The agreement that we have in this class is that we all…, to support each other”)
- Say what you’re doing and why when issuing sanctions
- Model fairness by admitting/correcting own mistakes
- Organise restorative meetings
- Focus on restorative tasks during detention
- Use natural consequences

Attention Strategies

Watch out: Are issues SEMH impacting attention, OR, attentive issues (e.g., ADHD) / learning difficulties (learning disorder) impacting SEMH

—-

Wave 2

IEP
- Use ABC’s to identify goals for Positive behaviour plan
- Rewards to enforce plan

Targeted small group interventions or further school support

• ELSA or school’s equivalent
• Key person to check-in / talk to

Wave 3

Individual external support
- CBT
- Other therapy (art/drama)

Question 5

8 areas tackled for SEMH

Answer 5

Protection

Affiliation

Space / room for growth and mistakes

Increase confidence

Remediation and Justice

Attention Strategies

Identifying underlying cause of emotional outbursts e.g., home life (e.g., trauma), attentive issues (e.g., ADHD), or learning difficulties (learning disorder) impacting SEMH

Therapeutic support
- learn strategies, process difficulties)

Question 6

Communication and Interaction

Answer 6

Quality First Teaching

Wave 1:

Instructional Strategies

1. Simplify Language
   
   • Use clear, concise, and straightforward instructions.
   • Avoid figurative language or idioms unless explained explicitly.
     - Check for understanding and provide immediate feedback if wrong

2.Deliver information in chunks
- Lay out lesson plan and objectives
- Go through new words before each new section
- Provide a printed word bank
- Avoid slides heaped with text
- Chunk information, highlight key points

3. Provide Visual Supports
   
   • Use visuals such as charts, pictures, or symbols to reinforce spoken language.
   • Employ tools like visual schedules, social stories, or communication boards.

Why: Exploit other processing systems

4. Adapt Activities
   
   • Modify tasks so all students can participate meaningfully, such as using visual responses instead of verbal answers.
5. Celebrate Effort, Not Just Outcomes
   
   • Acknowledge attempts to communicate, even if the result isn’t perfect.
   • Use positive reinforcement to build confidence.
6. Provide Ample Processing Time
   
   • Allow students extra time to process questions and respond.
   • Be patient and avoid interrupting or finishing their sentences.
7. Encourage Peer Interaction
   
   • Facilitate structured group activities to build collaborative skills.
   • Pair students with supportive peers for partnered or group tasks.
8. Incorporate Structured Opportunities for Communication
   
   • Plan activities where students practice specific communication skills, such as sharing ideas or asking for help.
   • Use circle time or discussion prompts to encourage expression.
9. Model Communication Skills
   
   • Demonstrate turn-taking, active listening, and appropriate responses.
   • Use role-playing to teach conversational skills in a safe environment.

For early years:

10. Provide Choices
    
    • Allow students to express preferences through multiple-choice questions, visuals, or gestures.
    • Limit open-ended questions to avoid overwhelm.

Why: for early years, a naturalistic approach of having items they desire in a place they can’t reach, or offering them a choice of toys offers them an opportunity to practice language (making request)

1. Create a Safe and Predictable Environment
   
   • Maintain consistent routines to reduce anxiety.
   • Use visual or verbal cues for transitions to help students adjust.
2. Designate a Communication-Friendly Space
   
   • Provide a quiet area where students can take breaks or communicate without pressure.
   • Ensure this space includes tools like communication cards or sensory items if needed.
3. Reduce Environmental Stressors
   
   • Minimize background noise and other distractions to make it easier for students to focus on communication.

Wave 2 - GROUP
INTERVENTIONS - and school based individual support

Individualized Plans (IEPs/504 Plans)
- Develop and follow Individualized Education Plans with goals tailored to the student’s communication needs.
- Include accommodations like extended response time, reduced verbal demands, or alternative communication methods.

Provide other pathways for communication
- Example: use of emotion cards, or student specific passes for their needs (e.g., movement break, toilet)

1. Use Augmentative and Alternative Communication (AAC) Tools
   
   • Provide access to AAC devices, communication apps, or picture exchange systems (PECS).
   • Train staff and peers on how to support students using these tools.

Tailored intervention:
Either…
- Social skills group or ELSA if communication and interaction difficulties impact relational and emotional development
Or…
- Reading and literacy interventions or homework club if it’s mostly impacting academics
A lot students will need both

2. Teach Social Interaction Explicitly
   - Offer lessons on understanding non-verbal cues, facial expressions, and body language.
   - Use social scripts to guide students in common interaction scenarios.
   - Social skills groups
   - ELSA
   - Mentor programs

3..Opportunity to catch up on learning
- Reading and literacy skills development groups (e.g., lexia and literacy groups, reading mornings)
- Small group withdrawal
- Homework club

4. LSA support (take care of velcro LSA)
5. Engage Families
   • Maintain open communication with families to understand students’ specific needs.
   • Share successful strategies for continuity at home.

—-

Wave 3

Work with Speech and Language Therapists (SLTs)
- Collaborate to implement specific communication goals and strategies.
- Incorporate therapy recommendations into classroom practices.

Autism outreach support

1.Staff training
- Increase awareness, empathy and skill sets

2. Promote Understanding Among Peers
   
   • Teach classmates about differences in communication in an age-appropriate way to build empathy.
   • Encourage kindness, patience, and teamwork.
3. Use Buddy Systems
   
   • Pair students with supportive peers who can model appropriate communication and social skills.
4. Celebrate Diversity in Communication
   
   • Highlight and value different ways of communicating to create an inclusive classroom culture.

Question 7

What groups would benefit from scaffolding?

Answer 7

• Cognitive and Learning: Zones of Proximal development (teach them at their zone with slight challenges to help them progress)
• Communication and Interaction: Facilitate understanding
• SEMH: Protection

Question 8

Wave 1 for communication and interaction

Instructional: 10
Classroom adjustments: 3

Answer 8

Quality First Teaching

Wave 1:

Instructional Strategies

1. Simplify Language
   
   • Use clear, concise, and straightforward instructions.
   • Avoid figurative language or idioms unless explained explicitly.
     - Check for understanding and provide immediate feedback if wrong

2.Deliver information in chunks
- Lay out lesson plan and objectives
- Go through new words before each new section
- Provide a printed word bank
- Avoid slides heaped with text
- Chunk information, highlight key points

Recruit other processing modalities…
Visuals, tactile…
3. Provide Visual Supports
- Use visuals such as charts, pictures, or symbols to reinforce spoken language.
- Employ tools like visual schedules, social stories, or communication boards.

Why: Exploit other processing systems

4. Adapt Activities
   
   • Modify tasks so all students can participate meaningfully, such as using visual responses instead of verbal answers.
5. Celebrate Effort, Not Just Outcomes
   
   • Acknowledge attempts to communicate, even if the result isn’t perfect.
   • Use positive reinforcement to build confidence.
6. Provide Ample Processing Time
   
   • Allow students extra time to process questions and respond.
   • Be patient and avoid interrupting or finishing their sentences.
7. Encourage Peer Interaction
   
   • Facilitate structured group activities to build collaborative skills.
   • Pair students with supportive peers for partnered or group tasks.
8. Incorporate Structured Opportunities for Communication
   
   • Plan activities where students practice specific communication skills, such as sharing ideas or asking for help.
   • Use circle time or discussion prompts to encourage expression.
9. Model Communication Skills
   
   • Demonstrate turn-taking, active listening, and appropriate responses.
   • Use role-playing to teach conversational skills in a safe environment.

For early years:

10. Provide Choices
    
    • Allow students to express preferences through multiple-choice questions, visuals, or gestures.
    • Limit open-ended questions to avoid overwhelm.

Why: for early years, a naturalistic approach of having items they desire in a place they can’t reach, or offering them a choice of toys offers them an opportunity to practice language (making request)

1. Create a Safe and Predictable Environment
   
   • Maintain consistent routines to reduce anxiety.
   • Use visual or verbal cues for transitions to help students adjust.
2. Designate a Communication-Friendly Space
   
   • Provide a quiet area where students can take breaks or communicate without pressure.
   • Ensure this space includes tools like communication cards or sensory items if needed.
3. Reduce Environmental Stressors
   
   • Minimize background noise and other distractions to make it easier for students to focus on communication.

Question 9

Wave 2 for Communication and Interaction (5)

Wave 3: 2

Answer 9

Wave 2 - GROUP
INTERVENTIONS - and school based individual support

Individualized Plans (IEPs/504 Plans)
- Develop and follow Individualized Education Plans with goals tailored to the student’s communication needs.
- Include accommodations like extended response time, reduced verbal demands, or alternative communication methods.

Provide other pathways for communication
- Example: use of emotion cards, or student specific passes for their needs (e.g., movement break, toilet)
- picture exchange systems (PECS).
- Train staff and peers on how to support students using these tools.

Tailored intervention:
Either…
- Social skills group or ELSA if communication and interaction difficulties impact relational and emotional development
Or…
- Reading and literacy interventions or homework club if it’s mostly impacting academics
A lot students will need both

2. Teach Social Interaction Explicitly
   - Offer lessons on understanding non-verbal cues, facial expressions, and body language.
   - Use social scripts to guide students in common interaction scenarios.
   - Social skills groups
   - ELSA
   - Mentor programs

3..Opportunity to catch up on learning
- Reading and literacy skills development groups (e.g., lexia and literacy groups, reading mornings)
- Small group withdrawal
- Homework club

4. LSA support (take care of velcro LSA)
5. Engage Families
   • Maintain open communication with families to understand students’ specific needs.
   • Share successful strategies for continuity at home.

—- Wave 3 —-

Work with Speech and Language Therapists (SLTs)
- Collaborate to implement specific communication goals and strategies.
- Incorporate therapy recommendations into classroom practices.

Autism outreach support

Question 10

Inclusivity for C&I

Answer 10

1.Staff training
- Increase awareness, empathy and skill sets

2. Promote Understanding Among Peers
   
   • Teach classmates about differences in communication in an age-appropriate way to build empathy.
   • Encourage kindness, patience, and teamwork.
3. Use Buddy Systems
   
   • Pair students with supportive peers who can model appropriate communication and social skills.
4. Celebrate Diversity in Communication
   
   • Highlight and value different ways of communicating to create an inclusive classroom culture.

Question 11

Cognition and Learning

Answer 11

— Wave 2 —

1. Individual Education Plan (IEP)
   
   • Tailored goals and learning targets based on their cognitive abilities.
   • Regular reviews to track progress.
2. Modified/Differentiated Curriculum
   
   • Adjusted learning materials.
   • Use of scaffolded tasks that gradually build independence.
3. Differentiated Instruction
   
   • Simplified instructions
   • Presenting information in multiple ways (visual, auditory, kinaesthetic).
   • Chunking information into smaller, manageable steps.
   • Clear, structured instructions, often with modelling of the task.
4. Use of Memory Aids
   
   • Mnemonics, flashcards, or checklists to aid recall.
   • Colour coding to organise information.
5. Visual Supports
   
   • Use of mind maps, charts, diagrams, or timelines to clarify concepts.
   • Visual schedules or task lists.
6. Multi-Sensory Learning
   
   • Engaging multiple senses (e.g., using physical objects for maths or phonics activities).
     - Multiple intelligence
7. Focus on Strengths
   
   • Leveraging the student’s strengths (e.g., creativity, verbal skills) to build self-esteem and engagement.
8. Positive Reinforcement
   - Regular praise for effort and progress rather than perfection.
   - Rewards for completing tasks or demonstrating persistence.
9. Repetition and Overlearning
   
   • Revisiting skills or content regularly to reinforce learning.

Teaching approaches…
- Rote learning
- Precision teaching
- Discrete trial teaching

10. Encouraging Self-Regulation
    - Teaching the use of timers, self-checklists, or goal-setting strategies to manage work independently.
    - Teaching metacognitive strategies like planning, monitoring, and reviewing.
11. Additional Time
    - In-class activities, tests, or homework assignments.
    - Exams or standardised assessments.
12. Sensory Breaks
    - Opportunities for downtime to reset focus and reduce cognitive overload.
13. Classroom Adjustments
    - Seating arrangements (e.g., near the teacher or away from distractions).
    - Reduced workload or prioritisation of key tasks.
14. Small Group or 1:1 Support
    - Targeted interventions for literacy, numeracy, or other core skills.
15. Parental Involvement
    
    • Collaboration with parents/carers to provide consistency between school and home.
    • Sharing resources or techniques used in the classroom.
16. Assistive Technology
    - Text-to-speech software.
    - Word prediction tools or spellcheckers.
    - Audio books or visual aids.

Attention Strategies

— Wave 3 —

1. Access to Specialist Support
   
   • Educational psychologists, SENCOs (Special Educational Needs Co-ordinators), or specialist teachers.

Question 12

Studies

Answer 12

1. Piagets Cognitive Development Theory
   - Age appropriate learning
   - Hands-on, active and exploration type learning
2. Vygotsky’s Sociocultural Theory
   - Zones of Proximal Development
   - Access to knowledgable other
   - Scaffolding (and gradual withdrawal of support to increase independence)
3. Bronfenbrenner’s Ecological Systems Theory
   - Macro and micro systems
   - incl. family, school, community
   - Maths@Home: Parent efficacy
4. Erikson’s Psychosocial Development Theory
   - Emotional and social development/needs
   - Adolescent identify formation/brain (peer relations, risk taking, status, conformity, peer pressure, admiration)
   - Neuroeconomics
5. Bandura’s Social Learning Theory
   - Punishment less effective than rewards
   - Role models - important for BAME (lack of representation)
6. Gardner’s Theory of Multiple Intelligences
   - Varied teaching methods to cater to different strengths: bodily/kinaesthetic, musical, inter, intrapersonal, logical, linguistic
   - Varied activities, chance to be ‘good’ / demonstrate skill
7. Maslow’s Hierarchy of Needs
   - Holistic: Basic needs/foundation before academic success
8. Attachment Theory
   - Relational approach: Humans are social and derive security, sense of worth/self, purpose from community
   - Solid relational foundation needs to be established to improve learning
   - Safe learning environment: nurturing
   - Better student/teacher relationships: secure base let’s students take risk/explore/learn
   - Healthy attachment = trust in adults and support seeking
   - Remediation and conflict resolution
9. Trauma
   - Impact of Aces on learning and coping mechanisms
   - Emotional & social learning / skill development
10. Information Processing Theory
    - Sensory memory (echoic, iconic)
    - Selective attention
    - Working memory / Short-term (phonological loop, visuospatial sketchpad) - Hippocampus
    - Encoding
    - Consolidation (slow)
    - Long-term memory (cortex)
    - Retrieval