STRATEGIES:

From Parent to Parent

Edited by the Executive Board of the Canadian Hyperlexia Association

The following was compiled at the January 1997 meeting of the Canadian Hyperlexia Association Support Group in Toronto. The problems presented had been experienced by the children of those present. The strategies suggested had either been successful ly applied or were considered possibilities Those in attendance sought to use the strengths of the child to solve the problematic situations.

PROBLEM

TRY

Sitting and/or Remaining In Circle At 'Circle Time'

a personal copy of the book to visually follow as teacher reads,
all children to sit on name mats so as not to centre out the child with hyperlexia

Cutting, Pasting, Colouring: Auditory Instructions Seemed Confusing

offer the final product so that the child may see what is expected
same skill but use a personally ntriguing, motivating object, i.e. instead of cutting out a bear, cut out a letter or number outline.

Socializing with Peers: Doesn't Seem To Take Notice of Others

to increase your child's understanding that peers are a part of his life, ask the teacher to provide a name list of classmates
categorize names into boys vs girls, blond hair vs black hair
to increase language as it relates to people, write the student's name on one side of a card, then discuss factual information about the person on the other side, for example: front: Susan back: has blue eyes front: Tom back: sits beside me at the lunch table

Transitions

provide a written personal schedule that can be read at any time by your child, either taped to his desk, or to the classroom wall. At the first sign of a problem, refer the child back to his schedule for confirmation of what will happen and when
use 'time' words for reassurance ie. later, after recess ...... and show when that is in sequence on the schedule (may need reassurance that 'not now' doesn't mean 'not forever')
write down changes in routine before they occur
write down rules and expectations
write a social story

Staying on Task

positive reinforcement in the form of stickers received for each unit of achievement, then the child can see a visual representation of his/her progression
may need to know when the end is, i.e. "first cut out this letter 'A', then colour it blue, then you're finished and can get a book to read"
use written instructions

Understanding the Concept of Opposites

use cards, print one target word on the front and its opposite on the back
use pictures with the word
use physical movement and drama

Understanding Taking Medicine

show and read the label instructions from the package with your child and write a social story

Cooperation

write down and explanation of the 'why' of the situation. "Your head feels hot. You look like you feel sick. This medicine may make you feel better. " (reading the label together) "Take one spoonful of ...... then lie on the couch. I want you to feel better."

Do you have your own strategies to share?
Please send them along so we can share them with others.

PROBLEM	TRY
Sitting and/or Remaining In Circle At 'Circle Time'	a personal copy of the book to visually follow as teacher reads, all children to sit on name mats so as not to centre out the child with hyperlexia
Cutting, Pasting, Colouring: Auditory Instructions Seemed Confusing	offer the final product so that the child may see what is expected same skill but use a personally ntriguing, motivating object, i.e. instead of cutting out a bear, cut out a letter or number outline.
Socializing with Peers: Doesn't Seem To Take Notice of Others	to increase your child's understanding that peers are a part of his life, ask the teacher to provide a name list of classmates categorize names into boys vs girls, blond hair vs black hair to increase language as it relates to people, write the student's name on one side of a card, then discuss factual information about the person on the other side, for example: front: Susan back: has blue eyes front: Tom back: sits beside me at the lunch table
Transitions	provide a written personal schedule that can be read at any time by your child, either taped to his desk, or to the classroom wall. At the first sign of a problem, refer the child back to his schedule for confirmation of what will happen and when use 'time' words for reassurance ie. later, after recess ...... and show when that is in sequence on the schedule (may need reassurance that 'not now' doesn't mean 'not forever') write down changes in routine before they occur write down rules and expectations write a social story
Staying on Task	positive reinforcement in the form of stickers received for each unit of achievement, then the child can see a visual representation of his/her progression may need to know when the end is, i.e. "first cut out this letter 'A', then colour it blue, then you're finished and can get a book to read" use written instructions
Understanding the Concept of Opposites	use cards, print one target word on the front and its opposite on the back use pictures with the word use physical movement and drama
Understanding Taking Medicine	show and read the label instructions from the package with your child and write a social story
Cooperation	write down and explanation of the 'why' of the situation. "Your head feels hot. You look like you feel sick. This medicine may make you feel better. " (reading the label together) "Take one spoonful of ...... then lie on the couch. I want you to feel better."