{"id":441,"date":"2020-07-22T17:56:04","date_gmt":"2020-07-22T17:56:04","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=441"},"modified":"2024-03-14T21:07:39","modified_gmt":"2024-03-14T21:07:39","slug":"learning-strategies-and-study-skill-supports-for-adolescents","status":"publish","type":"page","link":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=441","title":{"rendered":"Learning Strategies and Study Skill Supports for Adolescents"},"content":{"rendered":"\n

Students with ADHD<\/a>, executive functioning,<\/a> and learning<\/a> difficulties typically lack the self-awareness of what is works and what does not work when they are learning and studying.<\/p>\n\n\n\n

Encourage your client \u00a0to think how they learn the best, how can they learn better, what plan do they need follow, how well they are doing while studying.

When they are required to complete individual work (e.g., tests or exams) they are going to need to work on their awareness of how to apply their skills effectively. As such, they may benefit from learning strategies, organized steps, or procedures that are used for performance situations.<\/p>\n\n\n\n

Caregivers can model how to think about what is or what is not working for your client when she\/he is doing work. Caregivers can work through questions related to her\/his self-direction, self-monitoring <\/strong>and self\u00ad-correction.<\/strong><\/p>\n\n\n\n

Self-Direction<\/span><\/strong>
– What is my goal
– What do I need to do
– How will I will do this

Self-Monitoring<\/span><\/strong>
– How am I doing
– Do I need more support?

Self-Evlautation<\/span><\/strong>
– How did I do
– Did I finish on time
– What am I being asked to do<\/p>\n\n\n\n