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3526 Silverside Road, Suite 37 950 Haverford Road, Suite 300 Wilmington, DE 19810 Bryn Mawr, PA 19010 302 ▪ 594 ▪ 9000 610 ▪ 937 ▪ 9619
Harris Finkelstein, Ph.D. Licensed Psychologist
Nationally Certified School Psychologist
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§ Response inhibition § Working memory § Emotional control § Flexibility § Sustained attention § Task initiation
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§ Planning/prioritization § Organization § Time management § Goal-directed persistence § Metacognition
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Start: Red
Green Blue End:
Red
Blue Green
1 2 3
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§ Time estimation § Sequential awareness § Sequential perception § Sequential memory § Sequential output § Temporal organization § Higher-order sequential thinking
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§ Kindergarten and Grade 1: basic time concepts, ordering of letters/numbers
§ Grades 2 to 4: phonemic segmentation and blending, math sequences; serial recall for spelling
§ Grades 5 to 8: narrative organization in writing; need for scheduling and staging tasks
§ Grades 9 to 12: sequences for problem-solving; more complex time management
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§ Organizing the material environment § Visual discrimination § Spatial awareness § Pattern recognition
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§ Kindergarten and Grade 1: discrimination of symbols, visual-motor integration
§ Grades 2 to 4: spatial planning and writing, visual pattern recognition in decoding and spelling
§ Grades 5 to 8: material organization, rapid revisualization for writing and spelling
§ Grades 9 to 12: greater independence for organization of materials
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§ Lower grades: strategies are implemented with the child for the child
§ Middle school: showing the child what works § High school: taking more ownership and responding to adult
cues § College: self-advocacy
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Level of Self-Awareness Response Unaware Shows issues, makes mistakes
repeatedly Unaware Frustrated, demoralized, not trying
(lazy) Aware Anxious, panicked or shut down Aware Productive, but stressed
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Hopelessness
Helplessness
Low Self-Esteem
Seeking Reassurance
Avoidance Paralysis
Discouragement
Low Energy Apathy
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§ Pre-contemplation § Contemplation § Preparation § Action § Maintenance
* Based on Prochaska, Norcross and DiClemente
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Teacher
Maintenance
Action
Preparation
Contemplation
Pre-contemplation
Student Pre-
contemplation Contemplation Preparation Action Maintenance
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§ General strategies § Dialogue and reflection about the issues § Fostering metacognition (i.e. learning about learning) § Use of questions to foster self-reflection
§ What is the nature of the problems you are having right now?
§ What are your options? § What have you done in the past and how is that worked
out for you?
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§ General strategies § Encourage self-talk as a way to analyze, plan, organize and
regulate § What do I want to do? § How should I organize it? § Am I working at the proper pace?
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§ Engage in time estimation tasks § Provide feedback to improve time estimation § Discuss plans in advance and revise § Provide more time for planning § Draft work/homework plan with time estimates § Wristband with message § “After the break, I will ___________” § Screen time apps
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Urgent and
Important (Crisis)
Important (Priority)
Urgent (Reaction)
Neither (Distraction)
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§ Provide models of good organization § Photo of organized area § Frequent discussion of plans § Frequent meetings and support § List of responsibilities § Reduce visual complexity
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§ Discussion/Sounding Board/ Written Plan § Use graphic organizers § Use note cards to record ideas and then organize them into
piles for writing organization § Post routines on a desk or other obvious locations § Use a buddy/row captain to help with organization
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§ Divide long-term projects into segments with separate due dates
§ Provide support at the end of the day for recording assignments and collecting materials
Recognize that strategies will help only in specific situations and are unlikely to generalize
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