Thanks, I have a few questions, if you don't mind. Firstly, what exactly do you mean by 'metacognition' skills. I know the definition of this, but am unclear on how it applies in a practical sense. This is 'thinking about thinking' that you mention? I've suggested to the teacher to write down instructions where possible, but will have to make sure to go over with them the need to consult the list and go through it item by item, or they won't. Is this the type of thing you are talking about? Secondly, how does one go about looking into neuropsych evaluations, as opposed to general assessments which cover intelligence or achievement?
The consequences we are implementing here are exclusively for effort. (And I do appreciate you making sure I look at that.) In this area the consequences will make a difference, although perhaps not a prolonged difference. We are all at a loss for how to help get them to 'tune in' at school when they are being given directions and tasks.
