5 Steps to Teach Any Disorganized Child

1. Identify the area of need

Figure out what area the student needs the most help in. If they were able to do “this”, they could manage school. Many times it is more than one skill, but start with one skill at a time. Is that keeping their binder organized, their desk organized, managing their time, remembering their materials, completing step by step tasks, breaking down large tasks, using their agenda? Pick a small set of skills that are going to get the biggest bang for your buck.

2. Introduce and Model the Organization Strategy

Now you must introduce and model the skill to the student. What does this skill look like in action? Break down the skill to the student. If you are working on organizing a binder, what exactly does an organized binder look like? What needs to be in an organized binder at all times? What order should materials be placed in? How many binders should a student manage? How many notebooks? How many pocket folders? Should the student have pocket folders or dividers? How do you sort papers? How do you determine if papers should be kept, filed, taken home, recycled? Be very specific. Show and model exactly what the expectation looks like. If possible, try to get the entire school staff to be specific on what is expected for all students.

3. Provide Time to Use the Strategy

Once the student is clear on what the skill looks like, give them plenty of time to practice the skill with direct and frequent feedback. The more the skill becomes generalized, the less frequent feedback is needed. However, continue to provide time to complete the skill in class. For example, if keeping your binder organized is the expectation, a teacher must provide time to maintain an organized binder. If you are noticing a skill is not being completed, try to remember the last time you provided time to complete it in class. Or maybe the student still needs more guidance with the skill.

4. Reinforce

Reinforce the new skill liberally. For people with neuro-typical brain these skills may seem obvious and naturally reinforcing; however, when your brain is wired differently, these skills can take a lot of brain power and effort to implement. Provide an incentive for reluctant students. Encourage and reinforce all attempts to avoid any discouragement.

5. Progress monitor and communicate regularly

It is important to track the students progress, to ensure that progress is being made. Start small, take baby steps, and celebrate progress when possible. Its also helpful to communicate progress and expectations to parents and staff who work with the student to support full generalization of the skill.

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