Print this page

Part IV: Information and Problem Solving Description of Common Behaviors and Recommended Accommodations Oral Expression They May Accommodations Speak only in single word statements or phrases If you don't understand what they mean — great! If you don't understand, ask them to say it differently. Exhibit word retrieval problems and substitute words for words they are having trouble retrieving Help them calm down and relax so they can find the words they want. Come up with "signs" for common requests or concerns. Exhibit bizarre patterns of language usage It may be bizarre to you but make perfect sense to the athlete. Explain that you are having trouble understanding what they mean. Get a conversation going — the give and take should make their intent more clear. Imitate or repeat words incorrectly The accommodation is only necessary if you don't understand. If that is the case, ask them to pick a different word to tell you what they mean. Use gestures as a substitute for a word Learn what the signs or gestures mean. Have difficulty relating ideas in sequence Break down the sequences into steps and learn them individually; then put them together after the steps have been mastered. Have difficulty making self understood to peers If one peer doesn't understand, ask others if they understand and would be willing to help "translate." Contribute to discussion with off-task comments Again, it may seem "off task" to you but very on task to the athlete. Ask them how their comment fits the discussion. They will explain it, give insight into their thinking or realize that they were off the topic. Confuse words Help them use the correct term. Be patient; give them an opportunity to formalize ideas.   Listening Comprehension They May Accommodations Ask that questions be repeated Repeat them. If it starts to take too much time, pair the athlete with another athlete who can provide modeling. Often say "what," or "huh," etc. Check for hearing issues. Switch from verbal instruction to visual demonstration of the task. Confuse the meaning of similar sounding words Explain the difference between the words and try visual techniques instead of auditory. Fail to follow verbal directions Have them repeat directions back to you to verify understanding If failure to follow directions creates distractions for other athletes, have the athlete sit out or work with an assistant coach until you can determine the reason for not following original directions. Do the opposite of the given instructions Have them repeat directions back to you to verify understanding If failure to follow directions creates distractions for other athletes, have the athlete sit out or work with an assistant coach until you can determine the reason for not following original directions. Make sure you are stating the direction as a "positive" statement, such as, "Dribble all the way to the basket and shoot a lay-up," as opposed to, "Never dribble all the way to the basket and then NOT shoot a lay-up!" Have difficulty locating the direction of sounds Switch to visual cues Set up a physical reaction to the sound no matter where it comes from. For example, "When you hear my whistle, stop and look at the sideline." Answer questions inappropriately Establish that they understood the question by restating the question with their answer and then asking if that was what they meant to say. Confuse time concepts (before/after) Switch to physical (Kinesthetic) mode so that the end of one action leads to the next and will "feel" right. Like what is supposed to happen next. Confuse direction words (front/back) Instead of saying, "Go to the top of the key," say, "Come and stand right here," so they have a visual and physical way to remember. Ask irrelevant questions Make sure you understood the question, or what they were really asking. You may not understand at first, so ask them to help you understand the question. Show increased difficulty in any of the above areas when noise increases Make a rule that it must be quiet when you are talking, and explain that it is because some athletes won't be able to understand if it is noisy. "Let's all help each other have the best chance to learn this skill!"   Attention Skills They May Accommodations Fail to finish Provide reward via praise or the right to move on once a task is completed. Seem easily distracted Keep them busy using a variety of short tasks. Be quick with praise and give it often. Appear not to listen Touch them on the shoulder and ask if they understand what to do. Have difficulty concentrating on tasks requiring sustained attention Break skills down into smaller tasks, and Keep instruction time limited so they move more quickly from one activity to the next. Teach as you do it with them. Appear to act before thinking (impulse control issue) Pair them with another athlete who can act as a screener for the impulse. Deep breaths help them slow down to focus and help you calm down as well! Shift excessively from one activity to another Set up rewards for mastering a skill before moving on. Ask them to teach the skill to another athlete who is having trouble. This keeps them focused on someone else's action and not on their desire to move on. Have difficulty awaiting turns in games Outline the schedule so they understand expectations. Excessively run about to climb on things Help organize activities/limit materials if feasible. Have difficulty staying seated There shouldn't be a lot of sitting during a sports practice. Have activities set up so that the minute they arrive they have something to start on. "The first thing you should do when you get to practice is get a ball and shoot five baskets from each of these blue Xs."   Social Perception They May Accommodations Make inappropriate comments Depends on the nature of the comments. If it is disruptive or makes other athletes uncomfortable, have them sit out or move to work with an assistant until you can explain that this is hurting their teammates. Make inappropriate use of personal space Do a warm up drill that establishes an arm's length; talk about giving everyone space. Have partners shake hands and remind everyone that hand-shake distance is usually best for talking. Any closer and people get nervous and can't focus on what you are saying. Have difficulty anticipating behavior in others Repetition via drills will help in learning patterns of actions. Have difficulty in changing behavior Reward and praise positive behavior and changes. Notice and comment on improvements no matter how slight. Appear to be inflexible Make every action a choice. Say, "Do you want to join the group over here or do you want to join the group over there?" Try to avoid "or else" comments. Difficulty responding to non-verbal cues, hand gestures, facial expressions Experiment with different cues and have them decide which ones work best for them.   Accommodations for persons with physical challenges Adapt rules — always clarify to the entire group Invite them to be involved with decision making on adaptations Always make sure the person with a physical disability is positioned to see and hear instructions Educate everyone involved in wheelchair safety issues Explore other roles: for example, score keeper/manager/coach

Prev Page                                                                 Next Page