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[EstherHirsch]

We have found bribery works wonders- good behaviour skills, tasks etc  is rewarded with something the student likes.

[emaof7]

[u][b]like many of the modifications provide "excuses" and enable these students rather than teach tem important life skills.[/b][/u]

[think613]

I think a combination of expectations and support is ideal for many children. A lot of kids don't handle responsibility well because they aren't given any. They aren't given any because they haven't proven themselves. They haven't proven themselves because they have many skills deficits that make responsibility difficult for them. Many students with LD have trouble with spatial and ordinal concepts, which means that being responsible for being places in time, remembering things, organizing their property (and not losing their school supplies every day!) are difficult for them.

Therefore, a solution for kids like the ones I have described might include scaffolding a system through which they will be able to assume certain responsibilities. By minimizing the amount of extra sub-tasks involved, the teacher can empower the student to take more responsibility. A strongly structured class (incl. room, schedule, routines) is essential for this reason, among others.

Imposing consequences/rewards will only work once the underlying skills or support are in place. Otherwise, the student will end up frustrated and will have a loose, if any, connection between their efforts and the results.