To assist with language processing based difficulties:

a)  The child is generally likely to require extra attentional cues to process instructions or questions and to organize her answers.  This is increasingly important when a depth of processing (integrating materials from a story or lecture, etc.) and abstraction (drawing conclusions, making inferences, etc.) is required.  Checking in on her interpretation of information presented is likely to be required.

b)  Shortening and simplifying verbal directions, will be very important as the child has struggles with verbal attention and memory.  Also she struggles with complex receptive processing, so it will be important to avoid multi-step instructions as much as possible.

c)  Summarized repetition of key instructions will similarly help to compensate for missed information.

d)  The child is likely to require extra assistance with generating (brainstorming), chunking and sequencing ideas.  Some structuring to help her plan out and think through a response before answering may be beneficial.  Providing a model of the answer can be of assistance.  With The child it may also be necessary to redirect her when her reasoning becomes tangential or she changes topic midstream.  Where appropriate, incorporate her responses or provide a summary of what you ‘heard’. 

e)  When the child is struggling, shorten and simplify verbal directions, provide concrete visual and verbal cues, and make questions more detail specific as she does better with this approach.  When description is important, providing a model or an appropriate response could be helpful.