ITA with DeeDee re the small and easy tasks first!!
Also one I forgot - give the same type of assignment over time - maybe repeat it every other Friday or every Monday morning or whatever. Make it non-identical, doesn't have to be exactly the same, but use the same idea/concept/framework/etc). After a few months it will give you something concrete that you can show your ds to show him how far he's progressed. This was something that was really tough for our ds - when you are the student who is caught up in the midst of working through a challenge daily, it's not easy to see progress over time. Just showing a piece of current work or reassuring our ds that he was making progress really didn't convince him of it - he needed to see how differently he was responding to a repeated type of assignment to realize that yes, he really was making progress.
polarbear
pb, you re-invented effective progress monitoring! (This is how schools are supposed to be monitoring student progress for IEPs or RTI.) You can also use something quantifiable and graph progress (e.g., words written per minute, correctly spelled words written per minute, etc.). Makes it visible, and somehow feels more objective.
