Child checks in with the teacher every X minutes or period.

Child stops by at the beginning and end of the day.

Teacher has to sign off on a piece of paper at the end of each period.

Child checks in with teacher X times per day, week, month, etc.

Teacher stops by the student's class X times per day, week, etc.

Teacher takes data on a clipboard every time students X or every X minutes/hours.

Seating near the teacher

Seating near the front of the classroom

Seating near a peer mentor

Seating away from a specific student

Seating in a specific part of the classroom.

A  special visual or auditory signal only the student knows.

A flip card on the child's desk.

A verbal cue.

A token board or task sequence on the child's desk or in the child's workspace.

Peer mentor.

A gestural cue, like the teacher's hand on the desk.

Child seated near the teacher or peer mentor (i.e., proximity)

Digital or sand timers.

1 : 1 reteach of lesson

Work bins, task cards, or independent-type lessons to practice skills.

Small group reteaching of lesson

Peer mentor.

Use of different learning style to teach content

Use of different lesson materials to teach content.

Use of digital or sand timer.

Teacher adds 1 checkmark to a token board ever x minutes for the entire class period.

Visual schedule.

First, then board.

Auditory stimuli (like soft beep or music playing) to warn student of transtion time.

Teacher taps on the students desk.

Flip a card on the student's desk.

Verbal reminder of upcoming transition.

Give one (or two) instructions at a time.

Use visuals for each step.

Show examples of each step or of the finished product.

Peer mentor.

Omit jargon and don't be too "wordy".

Show a video step-by-step of what is expected.

Use a task analysis.

Have student repeat instructions.

Have student draw a picture for each direction or step.

Use visuals for different options and have students choose.

Have student draw a response.

Using "game" websites like Kahoot.

Use a thumbs up or thumbs down response.

Allow student to write or type a response.

Reduce number of answer choices.

Pair students up to discuss and then respond as a team.

Using counters or objects.

Using objects.

Allowing the student to draw a picture to represent a math problem.

Hands on math.

Use of digital counters.

Use of an abacus.

Use of a math chart or other graphic organizer.

Using a raised number line.

Use of graph paper.

Use of a scale and labeled objects to calculate weight.

Use of a ruler or measuring tape.

Use of measuing cups and liquids to measure volume.

Use of tangible 2D and 3D shapes.

Use of manual clock to tell time.

Use of tangible items and objects for different types of measurement.

Use of fake (plastic) money.

Turn lights on and off to signal transition.

Ring doorbell to signal transition.

Red, yellow, green cards on student desk to ask for help.

Private hand signals with teacher to ask for help.

Use 1 finger for no help needed, 2 fingers for peer help, and 3 fingers for adult help.

Use of individual visuals.

Use of whole class visuals in a central location.

Use of a visual timer.

Seat not near window or door.

Seat next to teacher's desk.

Seat next to peer mentor.

Seated away from a specific student or students.

Seated near auditory enhancing device.

Seat near front or back of class.

Use of standing desk.

Use clipboard to work anywhere in the classroom.

Use of wobble chair or wobble seat cushions.

Use of floor pillows.

Use of stool at a table instead of a chair.

Use of yoga ball as a seat.

Student can work on a yoga mat in the classroom.

Student scribe.

Adult scribe.

Fill in the blank notes.

Provide copy of teacher notes.

Provide recording of lesson with transcripts.

Visual directions.

Provide fewer math problems per page.

Larger text.

Increase the amount of space between each sentence, item, or direction.

Use different font or size of font.

Use file folder or construction paper to cover parts of a sheet of paper or activity.

Provide only 1 part of a lesson, activity, or assignment at a time.

Teacher highlights key words or text prior to lesson.

Verbal directives during lesson to highlight a specific word or sentence in text.

Student uses highlighter to highlight key words or text.

Teacher highlights the necessary steps or problems to complete from the whole.

Use highlight tool on tablet or computer.

Use of sticky tabs (with or without arrows) to mark pages.

Show only one sentence at a time.

Provide only one part of a story at a time.

Cover up text with file folder.

Break down a story by page.

Break down a story by story event.

Stopping at predetermined intervals of a story to check for comprehension.

Adult to provide a model during lesson or activity.

Adult to provide levels of prompting throughout lesson and activity.

Adult to provide 1 : 1 support to student throughout the day.

Adult to provide small group assistance.

Adult to provide assistance, as requested by student.

Receive a break after each activity, lesson, or period.

Provide brain breaks every X minutes, hours, or between scheduled blocks.

Use a break card to ask for a break.

Walk to X's room to deliver an object or item as needed.

Use of token board to complete X activities and then receive a break.

Use of first, then board.

Use AAC device to provide visual instructions.

Use of visuals to provide instructions.

Break down instructions into task analysis.

Provide one directive or instruction per sentence.

Have student repeat instructions back to teacher in their own words for clarification.

Have a peer explain instructions to student.

Use of checklist to mark off each directive or instruction as completed.