What are some interventions? How do assessments and interventions relate?
Each child is an individual case, but here are some general examples for various areas. If a child’s auditory processing is a strength compared to visual processing, it often helps to have him listen to books on tape as he is working on his reading. If the visual processing is stronger, she may need visual cues and supplements for the auditory information to make any sense. Short-term memory can be enhanced by such things as giving information in written form as well as oral so the student has something concrete to refer back to; giving shorter lists of tasks to diminish the size of the memory task and the feelings of being overwhelmed; and using color cueing or highlighting to help trigger memory. Sometimes slow cognitive processing speed can be compensated for by increasing time allowed for tests/assignments, and repeating oral information, since some will be missed the first time.
