It is always best to select one or two behaviors or academic goals to work on at a time. Students with dyslexia and other learning disabilities can easily become overwhelmed when trying to make many changes at one time. When selecting the behavior or goal, use clear, concise language and make sure you have set measurable goals. Both you and the student must be able to see progress and know when a goal has been achieved. For example, you may have a student who continually fails to hand in homework. A vague goal would be, “Johnny will hand in homework on a more consistent basis.” A better goal would be, “Johnny will hand in his homework each day for the next two weeks.” You have listed the goal and provided both you and Johnny a way to measure whether the goal has been reached.