RECOMMENDATIONS

Recommendations for General Cognitive Functioning

INDIVIDUAL's FSIQ score fell in the SPECIFY range, which means that INDIVIDUAL’s overall level of
cognitive ability is greater than that of SPECIFY% of others of the same age. Individuals with this level of
ability may experience significant difficulty in various areas of functioning. In school, INDIVIDUAL may
benefit from multiple interventions aimed at supporting academic progress. Pre-teaching and re-teaching lessons
learned in school will give additional exposure to new concepts and may facilitate comprehension and recall of
information. It may be helpful to present new material in a variety of modalities, using simple vocabulary and
sentence structure. Instructors may wish to set small, measurable goals in each academic subject. INDIVIDUAL
can be involved in creating a reward system, so that progress is reinforced for each goal that is met. Tracking
one’s own success on a chart may also provide a sense of accomplishment. In addition to these academic
objectives, an adaptive behaviour assessment may identify goals that will help INDIVIDUAL to develop and
improve adaptive functioning. Individuals with this level of ability may benefit from individualized training in
areas such as self-care, community interactions, and household chores. It is also recommended that instructors
and family members involve INDIVIDUAL in enjoyable hobbies and extracurricular activities in order to build
skills and success in multiple areas of functioning.

Recommendations for Verbal Comprehension Skills

Strategies to build verbal reasoning, knowledge, and comprehension skills include approaches such as dialogic
reading. This strategy involves asking specific questions about reading material to encourage interest,
comprehension, and critical thinking. Verbal skills also can be enriched by exposing INDIVIDUAL to novel
situations or materials and providing discussion about them. Instructors and family can keep a list of terms,
information, and concepts that INDIVIDUAL learns and periodically discuss it to expand INDIVIDUAL's
understanding. Discovering and investigating new concepts can help INDIVIDUAL to expand and improve
verbal skills. Instructors and family can encourage INDIVIDUAL to elaborate on thoughts, and can also expand
on INDIVIDUAL’s contributions to the conversation. Classroom activities often involve listening
comprehension, verbal reasoning, and oral communication. It is therefore recommended that interventions are
provided in this area.

Recommendations for Fluid Reasoning Skills

Individuals who have difficulty with fluid reasoning tasks may experience challenges with solving problems,
using logic, and understanding complicated concepts. With regard to specific fluid reasoning interventions,
INDIVIDUAL can be asked to identify patterns or to look at a series and identify what comes next. Encourage
INDIVIDUAL to think of multiple ways to group objects and then explain the rationale to others. Performing
age-appropriate science experiments may also be helpful in building logical thinking skills. For example,
instructors and family can help INDIVIDUAL form a hypothesis and then perform a simple experiment, using
measurement techniques to determine whether or not INDIVIDUAL’s hypothesis was correct.

RECOMMENDATIONS

Recommendations for Building Verbal Skills

INDIVIDUAL's family is encouraged to set aside time each evening to discuss the day's events. It is important
that distractions are minimized during this time, allowing each family member to be given the full attention of
those around them. Such activities may help to develop INDIVIDUAL's verbal expression skills.

In order to build INDIVIDUAL's verbal skills, instructors and family members should ask open-ended
questions. Instructors and family members are encouraged not to interrupt INDIVIDUAL, but instead listen
carefully and ask open-ended follow-up questions.

Individuals who struggle with verbal skills may be reluctant to express themselves. It is therefore important that
instructors and family members give INDIVIDUAL positive feedback when engaging in conversation. Positive
feedback includes engaging in reciprocal conversation, asking INDIVIDUAL to elaborate, and making positive
comments about INDIVIDUAL’s contributions to the conversation.

An evidence-based shared reading strategy such as dialogic reading may be useful in building early literacy and
vocabulary skills. This shared reading intervention encourages instructors and family members to ask the
specific questions to encourage interest, comprehension, and enjoyment of reading.

To assist INDIVIDUAL in developing analogical reasoning skills, parents/teachers may wish to play a game in
which INDIVIDUAL is requested to finish the following types of statements: "Pears are bigger than cherries
and cherries are bigger than..." Additionally, INDIVIDUAL can be requested to finish sentences such as
"Humans are to homes as birds are to..."

INDIVIDUAL's family and teachers could participate in activities to improve INDIVIDUAL's language
development and verbal categorization ability. For example, naming games can be developed in which
INDIVIDUAL is asked to list as many objects as INDIVIDUAL can based on a specific characteristic (e.g., red,
round, soft, furry). INDIVIDUAL can also classify common objects through simple activities such as sorting
laundry or putting away toys.

INDIVIDUAL may benefit from practicing new skills in several different ways. For example, to reinforce
INDIVIDUAL’s learning of new vocabulary words, INDIVIDUAL could finger-paint or mould letters with clay
into words, practice with flash cards, and create sentences with the words.

INDIVIDUAL's family and teacher could assist INDIVIDUAL by participating in activities that teach attributes
of objects. For example, instructors and family members could describe an object in the room and
INDIVIDUAL can name the object based on its attributes.

INDIVIDUAL's teacher and family can assist with INDIVIDUAL's language development by participating in
story-time activities. For example, a story is read several times, with each reading including a change to the
characters, action, or sequence. INDIVIDUAL's task is to identify and describe the part of the story that has
changed. INDIVIDUAL could also be asked to complete an incomplete story or to participate in dramatization
of a story.

Several classroom strategies can be used to increase INDIVIDUAL's comprehension of class content. Prior to
the lesson, INDIVIDUAL can be introduced to upcoming content and can learn the meaning of important
keywords. During the lesson, the teacher can use visual supports in the form of pictures, diagrams, or graphs.
Additionally, the teacher can give INDIVIDUAL verbal cues to prepare INDIVIDUAL for important
information. During the lesson, INDIVIDUAL can be provided with a written outline of main ideas to follow
along. After the lesson, INDIVIDUAL should immediately review INDIVIDUAL’s learning by paraphrasing
important information in the lesson.
Decrease overall complexity of classroom discourse and discussions by controlling vocabulary level, reducing
multistep commands, controlling sentence length and grammatical complexity, and providing written support.

Organizing new information into visual categories that are meaningful may help INDIVIDUAL remember the
information more easily and accurately.

Teachers may elect to use visual cues to teach operations or skills involving sequencing to help INDIVIDUAL
retain the facts and skills being taught.

Provide visual supports for lessons and text in the form of pictures, diagrams, or graphs.

Parents and teachers should focus on exposing INDIVIDUAL to new vocabulary. For example, when in a store,
instructors and family members should encourage INDIVIDUAL to name objects that INDIVIDUAL knows,
and to identify objects that INDIVIDUAL cannot name. Instructors and family members can then tell
INDIVIDUAL the name of the object.

Further evaluation by a speech-language pathologist is recommended to further explore the nature of

INDIVIDUAL's speech and language difficulties.

Recommendations for Building Visual Spatial and Fluid Reasoning Skills

Family and teachers can encourage activities that teach the relationship between part and whole. For example,
INDIVIDUAL can be taught to complete puzzles by matching colours and shapes in each piece that correspond
to the completed picture.

To teach sequencing skills, INDIVIDUAL can be asked to watch the teacher or family member perform a
number of activities in sequence. INDIVIDUAL can then be asked to imitate the actions. The complexity and
number of activities can be varied.

Teachers and family are encouraged to assist INDIVIDUAL by participating in activities designed to teach
sequential reasoning skills. For example, a story could be developed in which INDIVIDUAL is the central
character. INDIVIDUAL can then be asked to draw/select pictures that illustrate the sequence of events.
INDIVIDUAL can then "read" the story back to INDIVIDUAL parents/teacher. Another way of developing
INDIVIDUAL's sequencing skills is to ask INDIVIDUAL to identify what happened before and after an event
in a story. While sequential reasoning skills are important for literacy, they also are useful when learning
mathematics and science.

INDIVIDUAL could benefit from increased opportunities at home to improve INDIVIDUAL visual spatial
abilities. Such activities may involve visual-motor skills, for example cutting, pasting, tracing, and colouring.

Several evidence-based interventions are available to build individual’s spatial skills. These include teaching
strategies for mental rotation skills and visual cues that assist in spatial decision-making.

Because of INDIVIDUAL's difficulties with tasks requiring visual processing, teachers are encouraged to avoid
crowded or "busy" worksheets and leave adequate white space between items.

Because of INDIVIDUAL's difficulties with tasks requiring visual processing, teachers are encouraged to
extend the time for the completion of assignments that require these skills.
Recommendations for Building Processing Speed and Working Memory Skills

Given INDIVIDUAL's struggles with working memory and processing speed, INDIVIDUAL may benefit from
computerized intervention programs. Evidence-based interventions are available to enhance working memory
skills and increase speed of processing.

CogMed is an evidence-based computerized intervention program aimed at enhancing working memory skills. It
is recommended that INDIVIDUAL participate in a CogMed training program in order to build INDIVIDUAL
skills in this area.

When learning new information, INDIVIDUAL may benefit from using mnemonic devices or visual imagery to
help INDIVIDUAL remember information. These strategies include mental pictures (using imagery and
visualizations) and first-letter cues (to remember the words in a series or statement).

INDIVIDUAL may benefit from "chunking" information, a strategy in which pieces of information are grouped
together into larger chunks so that fewer pieces of information need to be remembered. For example, the seven
digits of a telephone number can be grouped into four numbers: 555-5678 becomes five, fifty-five, fifty-six,
seventy-eight.

Because of INDIVIDUAL's working memory difficulties, it may be challenging for INDIVIDUAL to remember
new information. It may help INDIVIDUAL to remember new information if INDIVIDUAL links the new
information to information that INDIVIDUAL already knows.

Because INDIVIDUAL has difficulty working quickly, INDIVIDUAL may benefit from extended time on tests
and quizzes. When evaluating whether INDIVIDUAL requires extended time, INDIVIDUAL parents and
teachers should monitor how often INDIVIDUAL uses extended time in regular class work and state tests.

An occupational therapy evaluation is strongly recommended. This type of evaluation will identify specific
areas for intervention with regard to INDIVIDUAL's fine- and gross-motor challenges. Addressing these issues
may help INDIVIDUAL develop greater speed on fine-motor tasks.

Recommendations for Executive Functioning

INDIVIDUAL's parents or guardians are encouraged to provide immediate reinforcement for demonstrations of
increased self-control or longer periods of maintaining attention.

INDIVIDUAL's parents and teachers can facilitate INDIVIDUAL development of executive functioning by
praising INDIVIDUAL for working hard, rather than telling INDIVIDUAL that INDIVIDUAL is "smart."
When individuals are praised for working hard, they may learn to persevere when faced with difficult concepts.

Mindfulness is a technique in which INDIVIDUAL can learn to ignore distracting thoughts and concentrate on
the task at hand. Individuals of all ages can benefit from mindfulness training, which can help them to develop
impulse control.

Learning to delay gratification has been shown to help individuals regulate their impulses and promotes positive
social interactions.
To improve self-control, INDIVIDUAL and INDIVIDUAL parents can play a game in which they are asked to
"freeze" when they hear a certain sound, e.g., a bell. Another game may involve clapping during a song, except
during certain words. These games can build in complexity, such as clapping twice during certain words but not
clapping during other words. Such activities can help to build INDIVIDUAL ability to inhibit motor impulses
and regulate INDIVIDUAL motor output.

Parents, guardians, and teachers are encouraged to set appropriate time limits for clearly defined tasks and to
allow INDIVIDUAL to monitor INDIVIDUAL own progress with a timing device.

INDIVIDUAL's sense of time may be enhanced by having INDIVIDUAL estimate the length of time needed to
complete specific activities.

INDIVIDUAL can build INDIVIDUAL time management skills by learning to use a schedule. Deadlines,
appointments, and homework assignments can be recorded on a calendar and INDIVIDUAL can check
INDIVIDUAL progress daily.

INDIVIDUAL's family is encouraged to teach INDIVIDUAL to set realistic goals and monitor INDIVIDUAL
progress toward those goals.

Parents, guardians, and teachers may wish to use a contract approach, when appropriate, to help INDIVIDUAL
develop independence and self-direction. Involve INDIVIDUAL in development of contracts to ensure
INDIVIDUAL investment in the outcome.

In order to complete multistep assignments in a timely manner, INDIVIDUAL may be taught to break larger
tasks into smaller, more manageable steps. INDIVIDUAL can then learn to set realistic goals for each step and
monitor INDIVIDUAL progress.

INDIVIDUAL may need to be taught the steps required to solve a problem or complete a task and be given the
opportunity to rehearse the steps. Whenever possible, INDIVIDUAL can be offered a logical structure or
procedure in solving problems.

INDIVIDUAL may need encouragement to assume responsibility for completing assignments and turning in
work on time. Clear rules and timeliness can be established and maintained.

Recommendations for Attention Difficulties

INDIVIDUAL may maximize INDIVIDUAL productivity during study time by eliminating outside distractions,
extraneous noise, and unnecessary interruptions. At school, INDIVIDUAL should be given a quiet place to
work away from other students. At home, INDIVIDUAL's family may help INDIVIDUAL complete
INDIVIDUAL homework assignments by providing a location where INDIVIDUAL can be monitored. It is
recommended that INDIVIDUAL not do INDIVIDUAL homework in an unsupervised room, as this affords too
many opportunities for distraction.

To help INDIVIDUAL maintain focus on cognitive tasks, teachers are encouraged to provide "motor breaks."
These are periods of 3 to 5 minutes of physical movement or motor activity, and occur after every 15 to 20
minutes of cognitive effort. INDIVIDUAL would additionally benefit from stretch breaks. This means that
INDIVIDUAL should be allowed, when appropriate, to stand up and stretch during extended periods of
cognitive effort.
INDIVIDUAL may benefit from assistance in channelling INDIVIDUAL excess energy into appropriate
activities. For example, teachers may allow INDIVIDUAL to stand during seatwork or use activity (e.g.,
running an errand, arranging classroom materials, cleaning the chalkboard) as a reinforcement for task
completion.

Individuals with attention problems may find it useful to relieve excess physical energy by fidgeting during
class. To allow INDIVIDUAL to fidget, INDIVIDUAL can be given a "wiggle seat" or stress ball to squeeze
during class. This allows INDIVIDUAL a chance to relieve INDIVIDUAL excess physical energy in a socially
appropriate manner.

INDIVIDUAL may benefit from techniques utilizing "self-talk" in situations where attention is vital. These
inner reminders might include statements such as "Sit up straight, eyes on the speaker," "I need to keep looking
at the person speaking," and "I need to write this down." Additionally, INDIVIDUAL should be encouraged to
self-monitor by asking herself, "Did I get everything this person said?" and by double-checking with the
speaker.

Individuals with attention problems often find it helpful to keep track of their on- and off-task behaviour. For
example, INDIVIDUAL can keep a chart at INDIVIDUAL desk that is divided in half. At regular intervals, a
timer can cue INDIVIDUAL to mark whether INDIVIDUAL was on or off task during that interval.
INDIVIDUAL can be encouraged to calculate INDIVIDUAL performance by determining what percentage of
the time INDIVIDUAL was on or off task. As INDIVIDUAL ability to attend to task improves, these intervals
can become longer.

A prearranged, unobtrusive, non-punitive signal, such as a tap on the shoulder, may be used as a means of
bringing INDIVIDUAL back on task. Teachers are encouraged to use such cues when INDIVIDUAL is engaged
in off-task behaviours such as daydreaming or talking to peers. It is recommended that the teacher discuss the
use of this cue with INDIVIDUAL prior to implementation, allowing INDIVIDUAL to decide the type of cue
that would be most helpful to INDIVIDUAL.

Because of INDIVIDUAL's difficulties remembering task instructions and details, INDIVIDUAL may benefit
from increased assistance from peers. For example, INDIVIDUAL could be assigned a classmate whom
INDIVIDUAL can call with questions. INDIVIDUAL may also benefit from working in small groups, with one
other student, or with a peer tutor to share ideas and "talk through" tasks.

INDIVIDUAL's teachers may wish to use behavioural techniques to keep INDIVIDUAL on task by reinforcing
target behaviours or charting successful completion of assignments.

INDIVIDUAL should benefit from a mixture of high- and low-interest tasks. For example, teachers could
follow a lecture with a hands-on activity. INDIVIDUAL is more likely to maintain attention when presented
with a variety of tasks rather than a series of either high-interest or low-interest activities.

INDIVIDUAL's tasks should be short, well within INDIVIDUAL’s attention span, varied, and should gradually
increase in length. Long or complex tasks should be broken into smaller pieces that INDIVIDUAL can easily
complete. For example, if a task consists of three steps, INDIVIDUAL should be given one step at a time rather
than all at once.

Family and teachers are encouraged to establish eye contact with INDIVIDUAL before giving instructions.
Teachers are encouraged to use multiple teaching modalities when teaching INDIVIDUAL new material, as
INDIVIDUAL will have significant difficulty attending to the same modality for extended periods of time.

INDIVIDUAL would benefit from a well-structured learning environment that is carefully planned and
consistently implemented in terms of the physical arrangement, schedule of activities, and expected behaviours.

Teachers could facilitate INDIVIDUAL's attention to important information by having INDIVIDUAL use
highlighting or underlining to emphasize task directions or other areas of difficulty.

Because INDIVIDUAL may not remember everything at once, INDIVIDUAL can be encouraged to start with
main ideas, until that information becomes part of INDIVIDUAL’s general fund of knowledge. INDIVIDUAL
can then classify new information based on these main ideas. INDIVIDUAL should attempt to classify
information into clusters based on similarities in meaning, making it easier for INDIVIDUAL to remember.

Because INDIVIDUAL is prone to rushing through work, INDIVIDUAL should be encouraged to proofread
work before submitting it. This will be most effective if INDIVIDUAL proofreads work a few hours or days
after completing the initial draft. INDIVIDUAL should also be encouraged to proofread INDIVIDUAL tests for
errors and mistakes. If appropriate, INDIVIDUAL could then be reinforced (e.g., receive partial credit) for
correcting assignments.

INDIVIDUAL should be taught to advocate for INDIVIDUAL’s own needs, requesting additional time for
scheduled tests, and separating herself from sources of distraction.

Recommendations to Build Reading Skills

INDIVIDUAL should receive an evidence-based intervention to remediate reading difficulties. It is important

that INDIVIDUAL's reading progress is carefully monitored so that the intervention can be tailored to
INDIVIDUAL’s needs.

INDIVIDUAL is encouraged to highlight important material (e.g., key words, instructions, main ideas) in texts
or handouts.

Read complete and incomplete sentences (fragments) to INDIVIDUAL and ask INDIVIDUAL to identify each.

Read sentences to INDIVIDUAL and ask INDIVIDUAL to identify nouns, verbs, adjectives, or adverbs.

Model declarative, interrogative, compound, and negative sentences and have the student identify each type.

An evidence-based shared reading strategy such as dialogic reading may be useful in building early literacy and
vocabulary skills. This shared reading intervention encourages instructors and family members to ask specific
questions to encourage interest, comprehension, and enjoyment of reading.

INDIVIDUAL demonstrates weaknesses in phonological processing that appear to interfere with reading and
writing skills. In addition to using an evidence-based intervention to build INDIVIDUAL's phonological
processing skills, it may also help to practice playing word games that require rhyming, blending sounds
together to form a word, removing a sound from a word to form another word, and saying a word one syllable or
one sound at a time. In some cases, incorporating letters (orthography) is helpful for supporting and building
phonological processing. For example, use letter cards to build a word and then change one or more letters or
letter combinations to form a different word.
Reading teachers are encouraged to focus on developing INDIVIDUAL's reading fluency and de-emphasize
individual word analysis. Teachers can combine fluency techniques such as imitative reading, repeated reading,
radio reading, phrase reading, paired reading, and echo reading with basic sight-word recognition, decoding,
vocabulary development, and comprehension lessons.

Read sentences to INDIVIDUAL that contain correct and incorrect grammatical forms (e.g., runned; mouses).
Ask INDIVIDUAL to identify the incorrect instances. (Note that dialectal rules allow different options.)

INDIVIDUAL should be encouraged to ask instructors and family members to define unfamiliar words.
INDIVIDUAL can write down these words in a log and make flashcards, reviewing these words until they have
become part of INDIVIDUAL’s sight-word vocabulary.

INDIVIDUAL's progress in reading fluency and comprehension should be monitored daily or weekly by
collecting data. Graphing this data can assist in understanding INDIVIDUAL’s progress and setting appropriate
literacy goals.

INDIVIDUAL's progress in reading fluency and comprehension should be monitored daily or weekly by
collecting data. Computerized systems such as AIMSWEB can be useful in monitoring progress. Graphing this
data can assist in understanding INDIVIDUAL’s progress and setting appropriate literacy goals.

Teachers and family could record brief passages from a story in which INDIVIDUAL is interested, yet is too
difficult for INDIVIDUAL to read. INDIVIDUAL could then follow the script while listening to the passage on
tape. INDIVIDUAL could repeat the process until INDIVIDUAL is able to read the passage independently.

Because of INDIVIDUAL's reading difficulties, recorded textbooks may be an appropriate accommodation.

INDIVIDUAL can listen to the textbook while following along.

INDIVIDUAL's parents and teachers are encouraged to provide INDIVIDUAL with high-interest, low-
readability books that will allow INDIVIDUAL to read for pleasure. INDIVIDUAL may need assistance finding
books that are appropriate to INDIVIDUAL’s current reading level.

INDIVIDUAL's teachers should scaffold INDIVIDUAL’s reading activities by discussing the subject matter
prior to reading, pre-reading end-of-chapter questions and boldfaced headings, and pausing at the end of each
sentence (or paragraph) to summarize or paraphrase the information.

In order to bolster INDIVIDUAL’s sense of accomplishment, parents and teachers should keep a list of all the
books that INDIVIDUAL has read. INDIVIDUAL should be able to choose a reward when INDIVIDUAL has
read a pre-determined number of books.

Open communication with INDIVIDUAL regarding INDIVIDUAL’s reading difficulties is encouraged to assist
INDIVIDUAL in gaining acceptance and understanding of INDIVIDUAL’s areas of difficulty, as well as the
ways in which INDIVIDUAL can compensate for reading difficulties.

Because of INDIVIDUAL's reading difficulties, teachers are encouraged to reduce the number of questions or
problems to be completed at one time. For example, the teacher could indicate the essential items to be
completed and give bonus points for additional items that INDIVIDUAL completes.
A number of digital resources are available to develop all aspects of INDIVIDUAL's reading skills.
INDIVIDUAL should be taught to search for these resources on independently and to choose activities that are
both fun and educational.

INDIVIDUAL's teacher, parents, or guardians are encouraged to visit the International Dyslexia Association
(IDA) and the Learning Disabilities of America (LDA) websites for information and resources.

Due to INDIVIDUAL's reading difficulties, it is recommended that INDIVIDUAL receive additional time to
complete tests, quizzes, and assignments requiring this skill.

Recommendations to Build Writing Skills

INDIVIDUAL should participate in an evidence-based writing intervention aimed at INDIVIDUAL’s specific

areas of weakness. It is important that INDIVIDUAL’s progress is carefully monitored throughout this
intervention to ensure that the intervention is meeting INDIVIDUAL’s needs and tailor the instruction as
needed.

INDIVIDUAL's family may help INDIVIDUAL learn to spell words by playing games in which INDIVIDUAL
is asked to make words (or made-up words) from a group of letters.

INDIVIDUAL is encouraged to practice weekly spelling and sight-vocabulary words by using different
modalities. For example, INDIVIDUAL could use a computer, chalkboard, or plastic magnetic letters to work
on these skills.

Give INDIVIDUAL two simple sentences and a conjunction (e.g., and, but, or), and have INDIVIDUAL
combine them into a compound sentence to increase complexity of language use.

INDIVIDUAL could develop a list of personal problem words, that is, words that INDIVIDUAL commonly
misspells. INDIVIDUAL could then concentrate on learning these words and could add and remove words from
the list as appropriate.

INDIVIDUAL's language development may be enhanced through writing activities. For example,
INDIVIDUAL could write a short story and then rewrite the story by substituting synonyms or rhyming words
for existing words.

Because of INDIVIDUAL's persistent difficulties with spelling, INDIVIDUAL’s teachers are encouraged to not
penalize INDIVIDUAL for misspelled words in subjects other than spelling. However, these mistakes should be
pointed out to help INDIVIDUAL identify words that INDIVIDUAL commonly misspells.

Because of INDIVIDUAL's difficulties with visual-motor coordination, spatial visualization, and written
language, teachers are encouraged to not penalize INDIVIDUAL for poor handwriting.

On tests with written responses that are not directly measuring writing skills, INDIVIDUAL should be allowed
to dictate responses rather than write them during testing. This will reduce the impact of writing/fine motor
skills on INDIVIDUAL’s test performance.

Parents and teachers should consider allowing INDIVIDUAL to use speech-to-text software, which allows
INDIVIDUAL to speak responses rather than writing or typing them. This type of software should supplement,
but not replace, writing instruction.
Given INDIVIDUAL's fine-motor difficulties, INDIVIDUAL should be allowed to type responses on
assignments that are not directly assessing handwriting skills. Reducing demands on fine-motor skills will allow
INDIVIDUAL to concentrate more on the content of the writing.

An occupational therapy evaluation is strongly recommended. This type of evaluation will identify specific
areas for intervention with regard to INDIVIDUAL's fine- and gross-motor challenges. Addressing these issues
may help INDIVIDUAL develop greater speed on fine-motor tasks.

Recommendations to Build Math Skills

To develop rote counting skills and one-to-one correspondence, INDIVIDUAL's parents may wish to use an egg
carton and ask INDIVIDUAL to place objects (e.g., toys, blocks) into a specified number of holes.

Because poor visual organizational skills may make the alignment of multiple-digit numbers more difficult,
teachers are encouraged to allow INDIVIDUAL to use graph paper. This will allow INDIVIDUAL to align
rows and columns of numbers more easily.

To help INDIVIDUAL build automaticity in INDIVIDUAL retrieval of basic math facts, practice counting by
2s, 3s, 4s, 5s, 6s, etc. (multiplication is repeated addition, and fast counting facilitates quick addition), teach
INDIVIDUAL strategies and tricks for remembering math facts (e.g., finger trick for multiplying by 9), use
mnemonics and rhymes, and use flash cards and digital games with immediate feedback and reinforcement.

Teachers are encouraged to incorporate the use of manipulatives, drawing, and other hands-on activities when
teaching INDIVIDUAL mathematical concepts or skills.

To teach relational skills specific to mass, INDIVIDUAL's parents/teachers may wish to fill plastic bags with
materials (e.g., Styrofoam, sand, or beans) to demonstrate varying weights. INDIVIDUAL should then be asked
to identify which of 2 bags is heavier or lighter.

To develop money skills, INDIVIDUAL's parents/teachers may wish to attach coins of different denominations
to index cards. Pictures could be drawn around each coin to illustrate (e.g., picture of a girl named "Penny").
Review the coins and provide prompts if INDIVIDUAL has difficulty with recall.

Because of INDIVIDUAL's difficulties with math, INDIVIDUAL is encouraged to generalize any new skills to
"real world" applications (e.g., shopping, making change, cooking). Parents should demonstrate their use of
mathematical concepts in everyday life, for example in determining how long it will take them to drive to work.

When completing math tests, quizzes, and assignments that are designed to assess INDIVIDUAL's procedural
knowledge rather than INDIVIDUAL computational skills, allowing INDIVIDUAL to use a calculator is
recommended.

Teachers may elect to use visual cues to teach operations or skills involving sequencing or serialization to help
INDIVIDUAL retain the facts and skills being taught.

INDIVIDUAL should participate in an evidence-based math intervention. An intervention should be chosen that
specifically targets INDIVIDUAL areas of weakness. INDIVIDUAL's progress should be closely monitored. If
INDIVIDUAL does not make adequate progress, a more intensive intervention should be implemented.
Because of INDIVIDUAL's difficulties with math, INDIVIDUAL will require extended time to complete math
tests and quizzes.

Recommendations for School Difficulties

When possible, INDIVIDUAL should be presented with new material in a small-group setting. This will allow
for fewer distractions and will allow the teacher to monitor INDIVIDUAL's learning more closely.

Teachers are encouraged to provide frequent, immediate, and specific feedback on INDIVIDUAL's task
performance. This is particularly important as INDIVIDUAL is learning new skills. For example, rather than
using a vague statement such as "Try again," a more effective phrase could be, "You added these two numbers,
but you should have added these two instead." Immediate feedback regarding incorrect practice or response
patterns should reduce the need for retraining.

Teachers are encouraged to make tasks concrete whenever possible by providing manipulatives, pictures,
models, diagrams, and graphs.

Teachers are encouraged to repeat new concepts in a variety of ways to provide INDIVIDUAL ample
opportunity to generalize and internalize the new material.

Teachers are encouraged to provide maintenance activities for newly mastered skills and concepts to ensure that
INDIVIDUAL retains novel learning.

It is recommended that assigned tasks and activities be appropriately challenging for INDIVIDUAL's ability
level. Positive reinforcement can be given at home and school before, during, and after INDIVIDUAL
successfully completes a task. Giving INDIVIDUAL appropriately challenging work can help build
INDIVIDUAL’s self-esteem and sense of accomplishment.

INDIVIDUAL's activities could be shortened and then gradually lengthened. For example, if INDIVIDUAL is
required to complete ten arithmetic problems, the teacher might first give INDIVIDUAL two problems and then
gradually increase the number presented.

INDIVIDUAL is encouraged to seek extra help from teachers or students when INDIVIDUAL does not
understand an assignment. The teacher can suggest names of specific students with whom INDIVIDUAL may
work best to enable INDIVIDUAL to feel more comfortable pursuing this help. Also, INDIVIDUAL may be
more willing to seek help from those teachers who make it known that they are available when needed or who
set up specific times to help.

INDIVIDUAL should be encouraged to ask frequent questions to ensure INDIVIDUAL understanding of task
requirements or academic material.

It is recommended that INDIVIDUAL learns to type more fluently through either a class or digital program.
This may help INDIVIDUAL to work more efficiently when using a computer.

INDIVIDUAL's family is encouraged to support INDIVIDUAL efforts in completing homework while avoiding
an overemphasis on high grades. INDIVIDUAL’s family may wish to focus upon the quality of work and timely
completion of assignments. When INDIVIDUAL completes assignments successfully, INDIVIDUAL’s family
should consider displaying their work at home.
In order to ensure INDIVIDUAL's understanding of a task, it may be helpful if directions are presented one at a
time and INDIVIDUAL is asked to rephrase the directions prior to proceeding with the task.

Participation in a mentoring or tutoring program for younger students may enhance INDIVIDUAL's self-
confidence and ability to identify personal areas of strength.

Because INDIVIDUAL has experienced academic difficulty, school staff, as well as parents or guardians, are
encouraged to monitor INDIVIDUAL’s academic work.

Teachers are encouraged to complete weekly progress reports to assist INDIVIDUAL in monitoring
INDIVIDUAL’s accomplishments and areas in need of improvement.

INDIVIDUAL could bring INDIVIDUAL homework home and review materials covered in class. The teacher
may wish to assist INDIVIDUAL in developing a homework log in which assignments are noted. At the end of
each school day, INDIVIDUAL can review which assignments are due and which materials need to be brought
home.

INDIVIDUAL's family, teachers, therapists, school counsellor, and/or school psychologist are encouraged to
maintain regular communication to ensure that they use consistent approaches throughout INDIVIDUAL's day.
Homework should reflect concepts learned in class and should include information to parents that indicate how
tasks should be completed.

A multi-disciplinary conference is recommended to evaluate INDIVIDUAL's current level of functioning and

plan appropriate educational programs, placement, or services.

A number of digital resources are available to develop all aspects of INDIVIDUAL's math skills. INDIVIDUAL
should be taught to search for these resources on INDIVIDUAL own and to choose activities that are both fun
and educational.

INDIVIDUAL would benefit from the assistance of a mentor to support INDIVIDUAL in the school
environment.

It is recommended that INDIVIDUAL's family set realistic expectations, goals, or responsibilities on

INDIVIDUAL that build on INDIVIDUAL strengths and skills or target desired emerging behaviours.

INDIVIDUAL would benefit from positive reinforcement throughout INDIVIDUAL day. Teachers and parents
should make an effort to identify positive behaviours and point them out to INDIVIDUAL. For example, they
might say "I like the way you are completing that assignment," or "I like the way you are drawing that picture."

INDIVIDUAL's teachers are encouraged to provide as much structure as possible. For example, the homeroom
teacher can post a schedule of daily activities or classroom periods, provide a designated place to pick up
assignments and leave completed assignments, and provide frequent and specific feedback on INDIVIDUAL's
performance.

It is recommended that INDIVIDUAL's abilities or skills be tested further with an individual achievement
measure, an assessment of basic conceptual knowledge, or an assessment of emerging literacy skills.
While creating an intervention plan for INDIVIDUAL, it is important to consider the learning environment. It is
recommended that an assessment of the learning environment is conducted to identify aspects that could be
changed to allow INDIVIDUAL to better access the curriculum.

Recommendations for Speech and Language Difficulties

When giving directions, pause frequently at appropriate junctures (e.g., at the end of clauses), and/or reduce
speaking rate to allow the student time to process information.

Redirect INDIVIDUAL to promote attention and listening by providing verbal, visual, or written cues.

Providing written lesson outlines and instructions may promote increased understanding of lesson content and
teacher expectations.

Teachers may need to paraphrase or rephrase directions to ensure that INDIVIDUAL has understood each task.

INDIVIDUAL should be seated close to the source of auditory information or instructions (e.g., the teacher,
television, speaker).

Family and teachers should encourage INDIVIDUAL to ask the meaning of unfamiliar words.

Provide visual supports for lessons and text in the form of pictures, diagrams, or graphs.

Introduce key concepts of the lesson (e.g., main idea, characters, conflict) before reading text and review them
after reading.

Given INDIVIDUAL's difficulty with reading comprehension, INDIVIDUAL may need to be taught specific
comprehension strategies such as reading for the main idea, using context clues to determine word meaning, and
identifying cause and effect.

Give visual or verbal cues to prepare INDIVIDUAL for key information.

Because of INDIVIDUAL's challenges with auditory comprehension, INDIVIDUAL will have difficulty
comprehending material presented in lectures. INDIVIDUAL should therefore be allowed to record lectures so
that INDIVIDUAL can review content at a later time.

Build schema by capitalizing on INDIVIDUAL's past experiences or popular concepts. Connecting new
information to previous knowledge may help INDIVIDUAL to remember new information.

Read complete and incomplete sentences (fragments) aloud and ask INDIVIDUAL to identify each.

Read sentences aloud and ask INDIVIDUAL to identify nouns, verbs, adjectives, or adverbs.

Model declarative, interrogative, compound, and negative sentences and have INDIVIDUAL identify each type.

Read sentences to INDIVIDUAL that contain correct and incorrect grammatical forms (e.g., runned; mouses).
Ask INDIVIDUAL to identify the incorrect instances. (Note that dialectal rules allow different options.)
Give INDIVIDUAL two simple sentences and a conjunction (e.g., and, but, or), and have INDIVIDUAL
combine them into a compound sentence to increase complexity of language use.

Give INDIVIDUAL two simple sentences and a transitional word such as a relative pronoun (e.g., who) or an
adverb (e.g., when), and have INDIVIDUAL combine them into a complex sentence.

Prepare INDIVIDUAL for transitions by writing and posting the steps that will be required.

Provide strategies for immediate recall (e.g., association, acronyms) to help INDIVIDUAL remember facts and
details of complex text.

Create and review scripts with INDIVIDUAL that involve responding to praise and criticism.

Create and review scripts for polite behaviour and responses inside and outside the classroom.

Create and review scripts with INDIVIDUAL for conversations via telephone, texting, email, or social media.

Minimize interruptions created by students in the class by providing separate areas for group interaction and
quiet activities.

Minimize any echoing effect or reverberation of sounds in the classroom by strategically placing dividers or
mobile bulletin boards to separate noisy areas.

Minimize the amount of competing noise from adjoining classrooms and hallways by closing the door or by
placing group interaction areas as far from the doorway as possible.

To compensate for INDIVIDUAL's hearing difficulties, the teacher should adjust the volume and intonation of
their voice based on background noise and the size of the classroom. An FM system may be an appropriate
accommodation.

Decrease overall complexity of classroom discourse and discussions by controlling vocabulary level, reducing
multistep commands, controlling sentence length and grammatical complexity, and providing written support.

Read various statements of fact and opinion. Ask INDIVIDUAL to identify which are fact or opinion and why.
For more advanced directions, ask INDIVIDUAL to change statements of fact to opinion and vice versa.

Read aloud definitions of various words. INDIVIDUAL must name the word that best fits the definition.

Students form teams. One partner builds a block tower out of sight of the other partner, and must only use
language skills to give instructions to their partner who must build the exact same structure.

Read a comic strip to INDIVIDUAL. Cut the comic strip apart and present the frames (shuffled) to
INDIVIDUAL. Tell INDIVIDUAL to sequence the frames and re-create the story.

Give each student a sheet of graph paper with the same starting point marked on each. Have INDIVIDUAL
follow your directions to create a drawing. Check the completed drawings against your original drawing.

Create a fictional menu of popular food items, and gather pictures of the foods. INDIVIDUAL can take the
order (or more than one order to increase difficulty), and serve the pictures of the food to the "customer(s)."
Recommendations for Emotional and Behavioural Difficulties

INDIVIDUAL may benefit from application of the problem-solving approach to problematic situations. Steps in
this approach include identifying the problem, evaluating all possible solutions, choosing a strategy or
behaviour, and evaluating the outcome. Concrete examples may be used to teach the approach (e.g., the teacher
describes a hypothetical situation where a student is studying and another student begins to talk).

It is recommended that INDIVIDUAL be referred for individual counselling.

A mental health professional at INDIVIDUAL's school is encouraged to schedule weekly contact with
INDIVIDUAL to discuss any concerns INDIVIDUAL might have.

INDIVIDUAL and family members may wish to become involved with a support program for individuals with
similar challenges. This will allow the family to share experiences and gain emotional support.

Parents and teachers are encouraged to reduce stress on INDIVIDUAL by providing INDIVIDUAL with clear
behavioural expectations. For example, instead of telling INDIVIDUAL, "pay attention," they might say, "put
both feet on the floor and face the front of the room."

INDIVIDUAL's teachers are encouraged to explain classroom rules and consequences in a clear manner. When
INDIVIDUAL's behaviour does not comply with class rules, INDIVIDUAL should be asked in a non-punitive
manner whether INDIVIDUAL’s behaviour is consistent with class rules.

INDIVIDUAL would benefit from a well-structured learning environment that is carefully planned and
consistently implemented in terms of the physical arrangement, schedule of activities, and expected behaviours.

INDIVIDUAL's teachers are encouraged to provide as much structure as possible. For example, the homeroom
teacher can post a schedule of daily activities or classroom periods, provide a designated place to pick up
assignments and leave completed assignments, and provide frequent and specific feedback on INDIVIDUAL's
performance.

To help INDIVIDUAL develop appropriate interpersonal relationships and social behaviours at home and
school, family and teachers are encouraged to share behaviour-management strategies so that limits are well
defined and consistently applied.

INDIVIDUAL's teachers are encouraged to reinforce appropriate behaviours by rewarding INDIVIDUAL with
free-time tokens or time to do a favorited activity. Immediate verbal feedback may also be used to reinforce
appropriate behaviour. For example, the teacher might say, "I like the way you are sitting next to Jim. You are
not touching him and you are keeping your hands in your lap." It is important that feedback is immediate and
specific.

To reduce INDIVIDUAL's problem behaviour, it can be useful to reinforce alternate behaviours that are
incompatible with the problem behaviour. For example, if out-of-seat behaviour is problematic, the teacher can
reinforce INDIVIDUAL for staying seated for increasingly long periods of time.

INDIVIDUAL would benefit from positive reinforcement throughout the day. Teachers and parents should
make an effort to identify positive behaviours and point them out to INDIVIDUAL. For example, they may say
"I like the way you are completing that assignment," or "I like the way you are drawing that picture."
INDIVIDUAL's teachers and parents or guardians are encouraged to create opportunities for appropriate
behaviour to occur. For example, to increase helping behaviours, INDIVIDUAL can be asked to assist in
classroom demonstrations or with appropriate household chores.

Focus on reinforcing positive behaviours rather than punishing negative behaviours. For example, if
INDIVIDUAL interacts positively with others, one might say, "Thank you for picking up those puzzle pieces.
You are a good helper."

It is recommended that INDIVIDUAL's family set realistic expectations, goals, or responsibilities that build on
INDIVIDUAL’s strengths and skills or target desired emerging behaviours.

INDIVIDUAL's appropriate behaviours can be reinforced with tokens that INDIVIDUAL can redeem for
desired activities and/or possessions. It is important to revisit the desired activities and reinforcers periodically
with INDIVIDUAL to ensure that they remain motivating over time.

INDIVIDUAL's teachers may implement verbal or nonverbal interruption of self-stimulating behaviour. For
example, for nonverbal interruption, the teacher can tape short strips of paper to the side of INDIVIDUAL's
desk. If INDIVIDUAL attends appropriately during a lesson, a strip is added. The strips can serve as tokens for
purchasing desired rewards, such as extra computer time or the job of line leader.

INDIVIDUAL's family is encouraged to consider family counselling to help resolve possible family issues that
may be causing stress for INDIVIDUAL, as this stress may be related to INDIVIDUAL’s irritable,
argumentative, and aggressive behaviour.

Participation in family counselling may help INDIVIDUAL and family members to discuss their feelings and
alleviate stress.

When upcoming events may require additional control or new skills, INDIVIDUAL may benefit from role-
playing those events ahead of time with an adult.

INDIVIDUAL's family may help INDIVIDUAL identify and cope with feelings by encouraging INDIVIDUAL
to verbally label and openly discuss emotions, or by demonstrating that everyone experiences emotions. If
INDIVIDUAL has difficulty identifying feelings, many "feeling charts" are available to allow INDIVIDUAL to
choose feelings from multiple options.

INDIVIDUAL is encouraged to communicate displeasure, anger, frustration, and other similar feelings in a
socially acceptable manner. Family and teachers may need to assist INDIVIDUAL in determining how to
communicate these feelings appropriately.

Family and teachers are encouraged to give INDIVIDUAL appropriate chores or responsibilities to be
performed regularly to build INDIVIDUAL’s sense of worth and value as a member of the home and classroom.
Chores appropriate to INDIVIDUAL's age and ability will reduce the likelihood of failure. It is important that
INDIVIDUAL see such chores as genuine involvement, not as punishment.

Exercise and physical activity may alleviate INDIVIDUAL's depressive symptoms.

INDIVIDUAL's family may help INDIVIDUAL cope with failures by openly discussing difficulties and
emphasizing successes. Sharing examples of others' failures will help demonstrate open discussion.
Avoid trying to "talk INDIVIDUAL out of depression" and instead present concrete evidence of
INDIVIDUAL’s accomplishments and completion of assignments or chores.

Teachers and family may choose to work with INDIVIDUAL to establish realistic goals and keep a record of
the goals that are accomplished. Because depressed individuals often set unrealistically high expectations and
then feel disappointed when they do not meet them, it is important to emphasize realistic expectations.

Family or teachers could ask INDIVIDUAL what INDIVIDUAL peers do for fun and develop a program
requiring INDIVIDUAL to do one thing for fun each day. (The question must be phrased this way because
depressed individuals often respond that they do not have any fun when directly asked what they do for fun.)

Participation in a mentoring or tutoring program for younger students may enhance INDIVIDUAL's self-
confidence and ability to identify personal areas of strength.

Instruct INDIVIDUAL in the use of positive coping statements when INDIVIDUAL encounters difficult
situations or experiences failure (e.g., "Oh, I made a mistake. Next time I'll be more careful and maybe I'll get it
right").

INDIVIDUAL may benefit from relaxation techniques, such as deep breathing, progressive muscle relaxation,
and meditation when facing an upcoming, potentially stressful event.

INDIVIDUAL appears to have significant anxiety when faced with testing situations. It is recommended that
INDIVIDUAL receive assistance from professionals who are knowledgeable about ways of reducing test
anxiety and other test-taking strategies.

INDIVIDUAL's family is encouraged to consider family counselling to help resolve possible family issues that
may be causing stress for INDIVIDUAL, as this stress may be related to INDIVIDUAL difficulty concentrating.

Further psychological assessment of INDIVIDUAL's symptoms of depression is recommended.

It is recommended that INDIVIDUAL's family consult a therapist regarding potential strategies to reduce
INDIVIDUAL's anxiety.

Recommendations to Build Social Skills

INDIVIDUAL would likely benefit from structured peer activities that allow INDIVIDUAL to excel. For
example, scouting, sports, or band may allow INDIVIDUAL to interact with peers in a structured, non-
threatening manner.

INDIVIDUAL may need encouragement to learn ways of handling social situations appropriately and
successfully without conflict. Role-playing is an engaging method for practicing these skills.

INDIVIDUAL could be assisted by others who model socially appropriate behaviours, such as initiating a
conversation, maintaining appropriate eye contact, and body distancing during conversations. It is important that
instructors and family members model behaviour that is similar to others INDIVIDUAL's age, rather than
modelling overly dramatic or formal behaviour.
INDIVIDUAL's family is encouraged to engage in activities that promote communication and enrich
INDIVIDUAL's verbal environment. For example, family members could take turns recounting the day's events,
asking questions, and telling stories.

INDIVIDUAL may be encouraged to maintain appropriate eye contact with instructors and family members and
peers. If eye contact is uncomfortable for INDIVIDUAL, INDIVIDUAL can be encouraged to employ
compensatory strategies such as looking between or slightly above peers' eyes when speaking.

Teachers, other instructors and family members, and family are encouraged to engage INDIVIDUAL in social
communication as often as possible.

Rather than punishing INDIVIDUAL for lack of communication, teachers and family members are encouraged
to reward any appropriate behaviours as they are observed.

INDIVIDUAL is encouraged to participate in an evidence-based intervention to build INDIVIDUAL social

skills. This type of intervention should include structured, enjoyable, and appropriately challenging activities.
INDIVIDUAL's progress should be monitored over time.

Recommendations for Adaptive Functioning Skills

An incentive system designed to help INDIVIDUAL develop independence may be helpful. Small, simple
incentives could motivate INDIVIDUAL to complete tasks without being told. INDIVIDUAL may also assist in
identifying appropriate incentives.

INDIVIDUAL would benefit from further development of functional and adaptive skills. INDIVIDUAL’s
family and teachers should identify specific areas for adaptive skill development and set realistic goals in those
areas.

INDIVIDUAL is encouraged to develop a personal hygiene program. For example, INDIVIDUAL could create
a visual and/or written checklist of personal hygiene activities that need to be completed each day and check
them off as they are completed.

INDIVIDUAL's family is encouraged to positively reinforce small improvements in INDIVIDUAL’s

performance of simple routines. It is important to maintain consistent limits and establish simple routines. As
INDIVIDUAL masters simple tasks, additional tasks may be added to develop simple routines. For example,
"Brush your teeth and come tell me when you are through" can be gradually increased to "Brush your teeth, use
the bathroom, put on your pyjamas, and bring me a story to read."

Instructors and family members should assist INDIVIDUAL in dividing daily routines into simple steps.
INDIVIDUAL can then use a checklist to complete the routine until INDIVIDUAL has mastered it. For
example, the larger activity of "getting ready for school" can be divided into smaller steps such as "brush teeth,
wash face, choose clothes," etc. INDIVIDUAL can then use self-talk during each task to reinforce the
sequencing of the steps required for successful completion.

Given INDIVIDUAL's challenges with mobility, it is strongly recommended that INDIVIDUAL is assessed by
a mobility specialist. This type of evaluation will result in specific recommendations to increase
INDIVIDUAL's mobility and independence.
A variety of assistive technology options may be available to INDIVIDUAL. An assistive technology evaluation
is recommended.

Recommendations for Further Evaluation

Problematic behaviour can sometimes serve a purpose or fulfil a need. A functional analysis of behaviour (FBA)
can be useful in identifying the reason that an individual performs a particular behaviour. Findings from an FBA
can result in targeted areas for behavioural intervention.

While creating an intervention plan for INDIVIDUAL, it is important to consider the learning environment. It is
recommended that an assessment of the learning environment is conducted to identify aspects of the learning
environment that could be changed to allow INDIVIDUAL to better access the curriculum.

A multi-disciplinary conference is recommended to evaluate INDIVIDUAL's current level of functioning and

plan appropriate educational programs, placement, or services.

A comprehensive neuropsychological evaluation is recommended to better understand the nature of

INDIVIDUAL's difficulties and to design interventions tailored to INDIVIDUAL's unique needs.

It is recommended that INDIVIDUAL's abilities or skills be tested further with an individual achievement
measure, an assessment of basic conceptual knowledge, or an assessment of emerging literacy skills.

Because no current hearing difficulties are reported, an audiological screening and review of INDIVIDUAL's
medical and developmental history is recommended to identify possible physical reasons for INDIVIDUAL's
language difficulties.

Given INDIVIDUAL's challenges in the verbal domain, it is recommended that INDIVIDUAL receive a
comprehensive speech and language evaluation. This type of evaluation will identify specific areas of weakness
and lead to specific interventions.

Further psychological assessment of INDIVIDUAL's depression is recommended.

It is recommended that INDIVIDUAL's family consult a therapist regarding potential strategies to reduce
INDIVIDUAL's anxiety.

It is recommended that INDIVIDUAL's medication regimen be evaluated by a physician to determine if any

changes, such as type and dosage, are warranted.

Given INDIVIDUAL's challenges with mobility, it is strongly recommended that INDIVIDUAL is assessed by
a mobility specialist. This type of evaluation will result in specific recommendations to increase
INDIVIDUAL's mobility and independence.

A variety of assistive technology options may be available to INDIVIDUAL. An assistive technology evaluation
is recommended.