Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
-Describe two other techniques Ms.Manno could try to help Alex.

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The Answer of Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
-Describe two other techniques Ms.Manno could try to help Alex.

Interpretive Exercise Alex Is a Nine Year-Old Boy in the Fourth Grade.He