Classroom Effective Practice #8: Task Difficulty

Task difficulty is a possible cause of misbehavior when a work task exceeds the student's ____________.

• interest level

• skill level

Tasks that are especially difficult for certain students often result in ____________.

• problem behaviors

• headaches

Choose all that apply: Assigning tasks at the correct difficulty level increases...

• on-task behavior.

• task completion.

• task comprehension.

• positive class-wide behavior.

What are the 3 basic strategies to address task difficulty?

• time expectations or assignment length

• mode of responding

• punitive consequences

• increased instruction

Choose all that are TIME ADJUSTMENT strategies.

• Have shorter work periods.

• Give physical breaks between tasks.

• Allow different times of class/day to complete work.

• Set a timer and require that all are finished in that time frame.

Choose all that are LENGTH ADJUSTMENT strategies.

• Divide the assignment into chunks for completion.

• Highlight only the problems that the student must complete.

• What is not finished in class must be finished for homework.

• Keep all tasks covered except the one the student is currently working on.

Choose all that are ADJUSTED INPUT MODE strategies.

• Student may refer back to the textbook chapter for help.

• Add illustrations on worksheets describing how to complete tasks.

• Highlight or underline important words in instructions or texts.

• Create guided notes that highlight key points.

Choose all that are RESPONSE MODE strategies.

• Student may answer orally or in writing.

• Student may answer test questions on a video recording.

• Use a different creative mode for completing the assignment (building, drawing, etc.).

• Exempt the student from the assignment altogether.

Choose all that are INCREASED INSTRUCTION OR PRACTICE strategies.

• Provide a peer tutor when more practice is needed.

• Use flash cards for practice.

• Use meaningful, real-life examples to increase understanding.

• You taught it once...that should be enough!

Once you use a task difficulty strategy with a student, that same strategy should always be used with him or her.

• True

• False