LEARNING DISABILITY

EVALUATION SCALE - RENORMED

Second Edition
(LDES-R2)
Stephen B. McCarney, Ed.D.
&
Tamara J. Arthaud, Ph.D.
Copyright 2007

The Learning Disability Evaluation Scale - Renormed Second Edition (LDES-R2) was developed to enable in-
structional personnel to document those performance behaviors most characteristic of learning disabilities in children
and youth. The instrument is designed to provide a profile based on the most commonly accepted definition of learn-
ing disabilities (IDEA, 2004).
The LDES-R2 subscales are
Listening,
Thinking,
Speaking,
Reading,
Writing,
Spelling, and
Mathematical Calculations.
The LDES-R2 was standardized on a total of 4,473 students, ages 6 through 18 years and grades 1-12. Demo-
graphic characteristics of the standardization sample approximate national percentages for gender, residence, race,
geographic area, and occupation of parents.
Internal consistency of the LDES-R2 fell at or above .41 for each item to its subscale. Test-retest reliability yielded
correlation coefficients ranging from .60 through .70, indicating substantial reliability for each of the 7 subscales.
Coefficients for inter-rater reliability for the subscales ranged from .68 to .83 for all age levels. Content validity was
established through the initial development process. The scale was compared to the Learning Disabilities Diagnostic
Inventory (LDDI) as a measure of concurrent validity. All subscales of the LDES-R2 correlated significantly with the
LDDI subscales to which they were compared. The construct validity of the scale supports strong diagnostic validity.
The LDES-R2 uses frequency-referenced quantifiers. Each item on the LDES-R2 is rated on a four-point scale
(NOT DEVELOPMENTALLY APPROPRIATE FOR AGE, RARELY OR NEVER, INCONSISTENTLY, CONSISTENTLY).
Following administration, four types of scores may be obtained: frequency rating for each item (reflecting the severity
of the learning difficulty), subscale raw score (the sum of the frequency ratings for each subscale), subscale quotient
score, and subscale percentile. Standard errors of measurement (SEM) are provided for each subscale quotient.
The LDES-R2 takes approximately 20 minutes to complete by anyone familiar with the student: the classroom
teacher, clinical personnel, or other school personnel. The LDES-R2 complete kit consists of a technical manual,
rating forms, and the Learning Disability Intervention Manual-Revised.
The Learning Disability Intervention Manual - Revised (LDIM-R) includes goals, objectives, and intervention
strategies for all behaviors on the scale and was designed for the convenient development of the students IEP, as
well as classroom intervention. The Learning Disability Intervention Manual - Revised used in conjunction with the
LDES-R2 provides an assessment and intervention program for learning disabled children and youth. The Parents
Guide to Learning Disabilities (PGLD) contains interventions for parents to implement in the home to help their
learning disabled child.

H A W T H O R N E
Phone: (800) 542-1673 FAX: (800) 442-9509
 PRE-REFERRAL
LEARNING PROBLEM CHECKLIST
Date: _________________

Name of student: _______________________________ Birthdate: ________ Age: _________ Gender: _____

School: _______________________________________________________________________ Grade: _____

City: ______________________________ State: ________ Observed by: _____________________________

Observers position: __________________________________ Student know to observer: _________ ________

(from) (to)
Length of time each day with student: __________ __________
(hours) (minutes)

TO OBSERVER: Check each behavior you have observed the student demonstrate during the past month.

LISTENING THINKING

1. Does not hear all of what is said (e.g.,

l e m
8. Fails to demonstrate short-term memory
misses word endings, misses key words
such as do not, etc.)
ro b skills (e.g., does not remember two- or
three-step directions, does not remember

g P materials needed for a task, does not

2. Does not direct attention or fails to
n i n memorize words to a poem or song, etc.)
maintain attention to important sounds in
the immediate environment (e.g., teacher
e a r p le 9. Fails to remember sequences (e.g., events in

l
directions, public address system, etc.)
a L Sam a daily routine, days of the week, months of
the year, etc.)

f e rr klist
e
3. Has difficulty differentiating speech sounds 10. Does not demonstrate an understanding

R e c
heard (e.g., does not tell the difference
- h
of spatial relationships (e.g., above-below,

rhyming words, etc.)Pre

between /ch/ and /sh/ sounds, similar
C
vowel sounds, similar consonant sounds,
near-far, over-under, etc.)

11. Demonstrates difficulty with visual memory

(i.e., does not remember information
4. Is unsuccessful in activities requiring received visually)
listening (e.g., games, following oral
directions, etc.) 12. Demonstrates difficulty with auditory
memory (i.e., does not remember
information received auditorily)
5. Needs oral questions and directions
frequently repeated (e.g., student says, 13. Does not demonstrate an understanding
I dont understand; needs constant of directionality (e.g., left-right, forward-
reminders, etc.) backward, east-west, etc.)

6. Attends more successfully when close to the 14. Has difficulty concentrating (e.g., staying on
source of sound (e.g., when seated close to an assigned task, following a conversation,
the teacher etc.)

15. Perseverates - does the same thing over and

7. Requires eye contact in order to listen over (e.g., has difficulty changing activities,
successfully (e.g., one-to-one situation) routines, etc.)
Copyright 2007 1/10 No part of this publication may be reproduced or transmitted in any form or by any means,
Hawthorne Educational Services, Inc. electronic or mechanical, including photocopy, recording, or any information storage and
retrieval system, without permission in writing from the publisher.

It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete
any reproduction of this form. The original form is beige with brown print. If you have this form in any other
color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne
Educational Services, Inc., will pay a reward of $100 for actionable evidence of illegal copying or faxing.
(800) 542-1673
 Intervention Strategies Documentation Form
Date: _____________________

Student name: Birthdate: Age:

School: Parents:

Team members:

I. Student History

A. Are the parents aware of your concern?

B. Has the student repeated a grade? If so, when?

C. Date and results of any previous individual testing?

D. Date and results of last hearing screening:

E. Date and results of last vision screening:

II. Concerns and Interventions

g i es
Learning or Behavior Concern:
r a te
S t Intervention
o r m
n n FDate
Interventions Implemented: S/U Decision

t i o
n atio
r v e t
t e e n
In cum
Do

Learning or Behavior Concern:

Interventions Implemented: Intervention S/U Decision

Date

Copyright 1989 Hawthorne Educational Services, Inc. No part of this publication may be reproduced or transmitted in any form or by any means,
5/08 electronic or mechanical, including photocopying, recording, or by any information storage
and retrieval system, without permission in writing from the publisher.
 SCHOOL VERSION RATING FORM
Stephen B. McCarney

COVER SHEET
RATING GUIDELINES
The student should be rated by educational personnel It is recommended that the rater read each quanti-
with primary observational opportunities who work di- fier with the item, before rating the item. Using item
rectly with the student during instructional situations. 25 as an example, the rater would first read, Is not
developmentally appropriate for age to imitate speech
sounds, then Rarely or never demonstrates imitat-
The LDES-R2 does not require a performance demon- ing speech sounds, Inconsistently imitates speech
sounds, and finally All or most of the time imitates
stration for each item on the scale. The rater should speech sounds.
rely on his/her observations of the students ability to
perform the behaviors on the scale as those behav- If the behavior or skill is developmentally beyond
iors occur naturally in the educational environment. what is expected for the students age, the rating
should be
0
Should an educator rating a student have no knowl-
edge of the students ability to perform a particular NOT DEVELOPMENTALLY APPROPRIATE FOR AGE.
item on the scale, it is recommended that another
educator be consulted to provide information for that If the student does not exhibit or rarely exhibits the
item. No boxes can be left blank. learning or performance item indicated on the scale,
the rating should be
1
At the secondary level, or in departmentalized elemen- RARELY OR NEVER.
tary programs, educational personnel may rate only
those areas (subscales) which they have had the op-
If the student often, but not always, demonstrates
portunity to observe. the learning or performance item on the scale, the
rating should be
2
Any number of persons may rate the student. Each
person should independently rate the student using a INCONSISTENTLY.
separate rating form.
If the student consistently demonstrates the learning
or performance item on the scale, the rating should
It is not necessary to complete the rating of a student be
in one day. Several days may elapse before the rater 3
is able to complete the scale. CONSISTENTLY.

IMPORTANT *** PLEASE NOTE: *** IMPORTANT

It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete
any reproduction of this form. The original form is beige with brown print. If you have this form in any other color,
it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne Educational
Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673

LDES-R2 5/09
Copyright 2007 H A W T H O R N E
Hawthorne Educational Services, Inc. Phone: (800) 542-1673 FAX: (800) 442-9509 Page 1
 TO RATER: Rate every item using the quantifiers (0-3) provided.
Every item must be rated. Do not leave any boxes blank.
NOT
DEVELOPMENTALLY RARELY OR ALL OR MOST
APPROPRIATE FOR AGE NEVER INCONSISTENTLY OF THE TIME

0 1 2 3

LISTENING 1 12. Demonstrates difficulty with auditory memory

(i.e., does not remember information received
1 1. Does not hear all of what is said (e.g., misses auditorily)
word endings, misses key words such as do
not, etc.)
1 13. Does not demonstrate an understanding of
directionality (e.g., left-right, forward-backward,
1 2. Does not direct attention or fails to maintain east-west, etc.)
attention to important sounds in the immediate
environment (e.g., teacher directions, public ad-
dress system, etc.) 2 14. Has difficulty concentrating (e.g., staying on an
assigned task, following a conversation, etc.)
1 3. Has difficulty differentiating speech sounds
heard (e.g., does not tell the difference between / 1 15. Perseverates - does the same thing over and
ch/ and /sh/ sounds, similar vowel sounds, simi- over (e.g., has difficulty changing activities,
lar consonant sounds, rhyming words, etc.) routines, etc.)

1 4. Is unsuccessful in activities requiring listening 2 16. Fails to demonstrate organization (e.g., does not
(e.g., games, following oral directions, etc.) organize time, assignments, materials, etc.)

2 5. Needs oral questions and directions frequently

repeated (e.g., student says, I dont under-
-
2
R 217. Fails to demonstrate logical thinking (e.g., mak-
ing decisions, solving problems, making infer-
stand; needs constant reminders, etc.)
E S rm ences, etc.)

2 6. Attends more successfully when close to the LD g F 1 o18. Has difficulty retrieving, recalling, or naming ob-

tin
source of sound (e.g., when seated close to the jects, persons, places, etc. (i.e., does not think
teacher)

R a of them at all or is slow to respond)

1 7. Requires eye contact in order to listen success- 1 19. Demonstrates visual perception problems (e.g.,
fully (e.g., one-to-one situation) visual closure, visual memory, visual figure-
ground discrimination, etc.)
9
______ Raw Score
1 20. Has difficulty classifying (e.g., does not recog-
nize similarities, differences, etc.)
THINKING

1 21. Fails to generalize knowledge from one situation

1 8. Fails to demonstrate short-term memory skills to another (e.g., identifies the word house on
(e.g., does not remember two- or three-step a flash card, but fails to identify it in a sentence;
directions, does not remember materials needed does count by fives, but does not count nickels;
for a task, does not memorize words to a poem knows that 6 8 = 48, but does not understand
or song, etc.) that 48 6 = 8; etc.)

1 9. Fails to remember sequences (e.g., events in a 1 22. Demonstrates confusion (e.g., walks into the
daily routine, days of the week, months of the wrong classroom or area)
year, etc.)

2 23. Remembers information one time but not the

1 10. Does not demonstrate an understanding of spa- next
tial relationships (e.g., above-below, near-far,
over-under, etc.)
1 24. Requires slow, sequential, substantially broken-
down presentation of concepts
1 11. Demonstrates difficulty with visual memory
(i.e., does not remember information received
visually) 21
______ Raw Score

Page 2 Copyright 2007 Hawthorne Educational Services, Inc.

 SPEAKING 1 42. Reads words correctly in one context but not in
another (e.g., does read a word from a flash card
but not in a sentence)
1 25. Has difficulty imitating speech sounds

3 43. Does not read independently (i.e., does not

1 26. Omits, adds, substitutes, or rearranges sounds choose reading as an independent activity,
or words when speaking avoids reading, etc.)

1 27. Distorts or mispronounces words or sounds 1 44. Does not discriminate between similar letters
when speaking (not attributed to dialect or and words (e.g., m and n, cat and cap,
accent) etc.)

2 28. Does not use appropriate subject-verb agree- 1 45. Does not know all the letters of the alphabet
ment when speaking (e.g., says, It dont matter
to me; instead of It doesnt matter to me.)
3 46. Understands what is read to him/her but not
what he/she reads silently
1 29. Does not carry on conversations with peers and
adults
2 47. Fails to finish assignments because of reading
difficulties (i.e., reads too slowly to finish on
1 30. Has a limited speaking vocabulary time)

1 31. Fails to use verb tenses correctly when speak- 22

______ Raw Score
ing (e.g., past, present, future)
WRITING
1 32. Speaks dysfluently (e.g., runs words and sen-
tences together, speaks too fast or slow, pauses
at incorrect places, etc.) 1 48. Fails to copy letters, words, sentences, and
numbers from a model at a close proximity (e.g.,
does not copy from a textbook)
1 33. Does not complete statements or thoughts when

- R 2
S rm
speaking (e.g., speaks in incomplete sentences,
1 49. Fails to copy letters, words, sentences, and
E
fails to think of correct words to express ideas,

LD g F
numbers from a model at a distance (e.g., does
o
etc.)
not copy from the chalkboard)

tin
10
______ Raw Score 1
a
50. Fails to use capitalization correctly when writing

READING R 1 51. Uses inappropriate spacing between words or

sentences when writing
1 34. Fails to demonstrate word attack skills (e.g.,
phonics, context clues, picture clues, etc.)
1 52. Reverses letters and numbers when writing
2 35. Fails to recognize words on grade level
1 53. Fails to write within a given space (e.g., writes
off of the page, does not write on a line, etc.)
2 36. Fails to correctly answer comprehension ques-
tions from reading activities
2 54. Fails to punctuate correctly when writing

2 37. Loses place when reading (e.g., leaves out

2 55. Does not use appropriate subject-verb agree-
words, lines, or sentences when reading) ment when writing
1 38. Has difficulty with sound-symbol relationships
(e.g., does not know that the letter d makes 2 56. Does not compose complete sentences or ex-
the /d/ sound) press complete thoughts when writing

1 39. Has difficulty with phonics skills when reading

1 57. Fails to correctly organize writing activities (e.g.,
(i.e., fails to sound out words correctly or blend does not sequence events, develop a paragraph,
sounds into words) use correct word order, etc.)

1 40. Omits, adds, substitutes, or reverses letters,

1 58. Omits, adds, or substitutes words when writing
words, or sounds when reading
1 59. Fails to form letters correctly when printing or
1 41. Fails to demonstrate word comprehension (i.e.,
writing (e.g., as do not look like as, bs do not
does not know the meaning of words read) look like bs, does not connect letters, etc.)

Copyright 2007 Hawthorne Educational Services, Inc. Page 3

2 60. Fails to use verb tenses correctly when writing 1 73. Works math problems from left to right instead
(e.g., past, present, future) of right to left

1 61. Uses inappropriate letter size when writing (i.e., 1 74. Fails to follow necessary steps in math prob-
too large or too small) lems (e.g., does steps in the wrong order, omits
a step, etc.)
18
______ Raw Score
1 75. Fails to correctly solve math problems involv-
ing fractions or decimals (e.g., understanding
SPELLING parts of the whole, recognizing fractional values,
performing operations, etc.)
1 62. Fails to use spelling rules (e.g., i before e ex-
cept after c, rules for changing words to plural 1 76. Fails to demonstrate knowledge of place value
form, etc.)
1 77. Confuses operational signs when working math
1 63. Has difficulty with phonetic approaches to problems (e.g., +, -, , )
spelling (i.e., does not spell words the way they
sound)
1 78. Has difficulty understanding abstract concepts
(e.g., dimensionality, size, space, shape, etc.)
1 64. Omits, substitutes, adds, or rearranges letters or
sound units when spelling words
1 79. Fails to correctly solve problems involving
money (e.g., coin recognition and value, count-
1 65. Has difficulty spelling words that do not follow ing money, making change, etc.)
the spelling rules
1 80. Fails to correctly solve problems using mea-
1 66. Does not use word endings correctly when surement (e.g., length, volume, weight, etc.)
spelling or omits them (e.g., -ed, -ing, -ly, -er,

2
etc.) 81. Fails to correctly solve math problems requiring

R
1
-
S 1 rm
division
1 67. Spells words correctly in one context but not in
E
LD g Fo
another (e.g., does spell the word on a quiz but 82. Does not understand the concept of time (e.g.,
not in a sentence, does not spell the word from does not know how to tell time, does not use

tin
dictation but does spell it correctly in a sen- a calendar, does not work problems involving

a
tence, etc.) time, etc.)

1 R
68. Requires continued drill and practice in order to 1 83. Fails to correctly solve math problems requiring
learn spelling words (i.e., takes much longer to addition
learn words than other students)

1 84. Fails to correctly solve math problems requiring

7
______ Raw Score subtraction

MATHEMATICAL CALCULATIONS 1 85. Fails to correctly solve math problems requiring

multiplication
1 69. Has difficulty solving math word problems
1 86. Does not understand the concept of skip count-
ing (e.g., may be able to count by fives, but does
1 70. Fails to change from one math operation to not know that five is being added to each con-
another (e.g., starts with addition and does not secutive number)
change to subtraction)

1 87. Does not remember math facts

1 71. Does not understand abstract math concepts
without concrete examples (i.e., must have ma-
nipulatives in order to work math problems) 1 88. Does not make use of columns when working
math problems (e.g., puts numbers in wrong
columns, adds across columns, etc.)
1 72. Fails to correctly solve math problems requiring
regrouping (i.e., borrowing and carrying)
20 Raw Score
______

Copyright 2007 Hawthorne Educational Services, Inc. Page 4

 SCHOOL VERSION RATING FORM
Stephen B. McCarney

PROFILE
Nameof SHEET
Andrew Thomas
student: _____________________________ M
Gender: ____
Midvale Elementary
School: _________________________________________ SUMMARY OF SCORES

Class: 4
______________________________Grade:____
all AGE GRADE

City: Midvale PA
______________________________State:____ Raw Quotient Percentile SEM Quotient Percentile SEM
Subscales Score (AppendixA) (AppendixC) (AppendixD) (AppendixB) (AppendixC) (AppendixE)
2004
Dateofrating: __________ 11
__________ __________
8
(year) (month) (day) Listening 9 100 50 9.14 96 41 9.10
1995
Dateofbirth: __________ 5
__________ 17
__________
(year) (month) (day) Thinking 21 96 41 6.90 96 41 6.44
Ageatrating: __________
9 __________
5 __________
21 Speaking 8.60
(years) (months) (days) 10 96 41 9.00 96 41
Reading 22 86 18 7.10 87 20 6.64
M. Jackson
Ratedby(observersname):________________________
Writing 18 100 50 7.22 98 46 6.98
Datesduringwhichobservationofstudentoccurred:
Spelling 7 108 71 7.34 107 69 7.04
9/04 11/04
From_____________________To_____________________
MathematicalCalculations 20 106 67 7.04 108 71 6.70
Amountoftimespentwithstudent:
6 30
Perday___________________Perweek______________ ConfidenceInterval_________%
95 ConfidenceInterval_________%
95
QUOTIENTS PERCENTILES
Mathematical Mathematical
Quotients Listening Thinking Speaking Reading Writing Spelling Calculations Percentiles Listening Thinking Speaking Reading Writing Spelling Calculations

>145 >99
140
95
90
135
85
130
80
125 75

120 70
X
X
115 65
X X
110 60

105
X X

X 55

100

X
50
X

X
X
X

95 X X X 45 X
90
40

X
X X
35

85 X

80 30
75
25
70
20 X

65
15 X
10

60
55 5
<50
<1

Important:Beforeusingthisscale,readthesectiontitledRating Guidelinesonpageone.
LDES-R2 Nopartofthispublicationmaybereproducedortransmittedinanyformorbyanymeans,
Copyright 2007 electronicormechanical,includingphotocopying,recording,orbyanyinformationstorage
Hawthorne Educational Services, Inc. andretrievalsystem,withoutpermissioninwritingfromthepublisher.
It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete any reproduction of this form. The original form is beige with brown print. If you have this form in any other
color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
Page5
 Goals, Objectives, and Interventions
1 Does not hear all of what is said
1. Make certain the students hearing has 13. Deliver directions, explanations, and
been checked recently. instructions at an appropriate pace.

2. Have the student repeat or paraphrase 14. Identify a list of word endings, key
what is said to him/her in order to determine words, etc., that the student will practice listen-
what was heard. ing for when someone is speaking.
3. Give the student short directions, ex- 15. Use multiple modalities (e.g., auditory,
planations, and instructions to follow. As the visual, tactile, etc.) when presenting directions,
student demonstrates success, gradually increase explanations, and instructional content. Deter-
the length of the directions, explanations, and
mine which modality is stronger and utilize the
instructions.
results.
4. Maintain a consistent verbal delivery of
16. Stop at various points during the pre-
information.
sentation of information to check the students
5. Make certain the student is attending
ty
comprehension.
to the source of information (e.g., making eye
i l i
ab ual
17. Teach the student listening skills (e.g.,
s
contact, hands free of writing materials, looking
at assignment, etc.).
D i n
stop working, look at the person delivering

n g a
ni ion M
directions, have necessary note-taking material,
6. Provide the student with written direc-
r
tions and instructions to supplementaverbal
etc.).
t 18. Tell the student what to listen for when
directions and instructions. Le e n
7. Emphasize or repeat wordn t ervkey being given directions, receiving information, etc.

words, etc. I endings,

19. Play games to teach listening skills (e.g.,
Mother May I?, Simon Says, Red Light-Green
8. Speak clearly and concisely when deliv-
Light).
ering directions, explanations, and instructions.
20. Have the student silently repeat informa-
9. Place the student near the source of the
tion just heard to help him/her remember the
information.
important facts.
10. Reduce distracting stimuli (e.g., noise
21. Have the student question any direc-
and motion in the classroom) in order to facili- tions, explanations, instructions he/she does not
tate the students ability to listen successfully. understand.

11. Stop at key points when delivering direc- 22. Evaluate the level of information present-
tions, explanations, and instructions in order to ed to the student to determine if the information
is presented at a level the student can understand.
determine student comprehension.
23. Reinforce the student for listening care-
12. Reduce the emphasis on competition
fully based on the length of time the student can
in the classroom. Competition may cause the be successful. As the student demonstrates suc-
student to begin an activity before hearing all of cess, gradually increase the length of time he/she
what is said. is required to listen.
 II. Behaviors & Solutions
1 Has to have several reminders
1. Establish rules for following direc- 8. Do not give directions to your child from
tions (e.g., listen carefully to the directions; ask another room. Go to your child, get his/her un-
questions if you do not understand; follow the divided attention, and tell him/her what should
directions without having to be reminded; etc.). be done.
These rules should be consistent and followed
by everyone in the home. Talk about the rules 9. Write a contract with your child.
often.
For example: I, William, will make my bed
without having to be reminded to do so for 5
2. Reward your child for not requiring
days in a row. When I accomplish this, I can
reminders to do what he/she is told to do. Pos-
sible rewards include verbal praise (e.g., Thank watch 30 extra minutes of TV.
you for making your bed without having to be The contract should be written within the ability
reminded.), a kiss on the cheek, a hug, having level of your child and should focus on only
a friend over to play, staying up late, watching a one behavior at a time. (See Appendix for an
favorite TV show, or playing a game with a par- example of a Behavior Contract.)
ent. (See Appendix for Reward Menu.)

to
10. Allow natural consequences to occur as a
e
id ties
3. If there are other children or adolescents result of your childs failure to do what he/she is
in the home, reward them for doing what they u
G bili
told (e.g., forgetting to put a bike in the garage
are told to do without requiring reminders.
t s
sa
may result in it being stolen, leaving a toy in the

r e n D i
Paa job to doinorg
street may result in it being run over by a car,
4. Carefully consider your childs age and
etc.).
experience when giving your child

a r n
e
telling him/her to do something.
11. Make certain that your child sees the
L
5. Demonstrate for your child what he/she relationship between his/her behavior and the
should do when given a chore (e.g., show your consequences which follow (e.g., failing to
child how to take out the trash when told to do retrieve a toy from the street results in having a
so). broken toy).

6. When your child requires a reminder(s) 12. Along with a directive, provide an incen-
to do something, explain what he/she did wrong, tive statement (e.g., You may have a bowl of
what should have been done, and why. ice cream after you get ready for bed.).

For example: You told your child to set the 13. Do not give your child more than two or
table before dinner. It is now five minutes until three steps to follow in one direction. Direc-
dinner time and the table is not set. Go to your
tions that involve several steps can be confusing
child, tell him/her that this is a reminder to set
and cause your child to have difficulty following
the table and that it needs to be done immedi-
them. An example of a two-step direction is:
ately because dinner is ready.
Please brush your teeth and go to bed.
7. Make sure your child is paying attention
to you when you tell him/her to do something. 14. Deliver directions in a supportive, rather
Have your child look directly at you to know he/ than threatening, manner (e.g., Please take out
she is listening and have your child repeat the the trash. rather than You had better take out
direction to check for understanding. the trash or else!).