A third-grade student with a specific learning disability in mathematics exhibits avoidance during math activities, including instruction, assessments, and group discussions. Which recommendation should the educational diagnostician discuss with the teacher to increase the student's participation?

• A. Alternating between more challenging tasks and preferred activities that can be accomplished independently.
• B. Using only easier tasks.
• C. Rewarding the student with external prizes after tasks.
• D. Increasing group work to pressure participation.

Answer: (A)

Engaging a student who avoids math by giving a mix of tasks that are within reach and somewhat challenging, alongside preferred independent activities, helps rebuild participation. When some tasks are too easy, the student may feel bored or disengaged; when tasks are too hard, frustration and anxiety fuel avoidance. A sequence that alternates between achievable challenges and independent, preferred activities provides opportunities for success, which builds confidence and reduces fear around math. This approach also gives the student some control and motivation, making it more likely they’ll stay engaged during instruction, assessments, and group discussions.

Implementing this with a teacher can look like presenting a moderately challenging math task, then offering a short, independently doable preferred activity before returning to another task of similar difficulty. The goal is to create a steady stream of successes while gradually increasing complexity as the student gains skill and confidence.

In contrast, simply using easier tasks may not promote growth or sustained engagement, relying on rewards can undermine intrinsic motivation, and increasing group work to pressure participation can heighten anxiety and worsen avoidance.