"Out of It" Student

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"Out of It" Student

by secondfirst

Apr 15, 2012

I am currently looking for ways to help a student who - for lack of better words - seems to be "out of it" much of the time.

She moved to our district and began in my room halfway through this year. At first she had a LOT of difficulty sitting still and would even get up off of the carpet during carpet time and start picking up and playing with things on the shelves. With some adaptations and guidance she has improved this year, but is still quite "figgity" and has trouble focusing on the speaker or the lesson, even when it is something very engaging such as a game on the smartboard. Her parents have stated that they thinks she may be ADHD, which one of them has, although they are definitely under the impression that if she is diagnosed medication will be pushed on them (I of course have reminded them there are many options for treatment).

However my main concern is this student's comprehension and understanding of content, discussions and just what is happening aroun...See MoreI am currently looking for ways to help a student who - for lack of better words - seems to be "out of it" much of the time.

She moved to our district and began in my room halfway through this year. At first she had a LOT of difficulty sitting still and would even get up off of the carpet during carpet time and start picking up and playing with things on the shelves. With some adaptations and guidance she has improved this year, but is still quite "figgity" and has trouble focusing on the speaker or the lesson, even when it is something very engaging such as a game on the smartboard. Her parents have stated that they thinks she may be ADHD, which one of them has, although they are definitely under the impression that if she is diagnosed medication will be pushed on them (I of course have reminded them there are many options for treatment).

However my main concern is this student's comprehension and understanding of content, discussions and just what is happening around her in general. Sometimes it seems like her focus is so off that her answers to simple questions are almost nonsense (in response to "Why do you think the Pilgrims decided to come to America?" She raises her hand and answers: "because of their shoes." but she couldn't state why she thought that) Othertimes she seems to be disengaged but you can ask her a question and get a correct, though very basic and unexpanded, answer.

Her skills and ability to perform tasks seems to "turn on and off." On several recent math screening she testing at a second grade level when doing it unassisted, and at a current first grade level with a teacher reading her each question - both a lot higher than her grades would suggest. Both test results indicated she had correctly counted by tens on the test. However, the next week, when working one on one with her on a worksheet and asking her what is 10 more than 40, even with a hundreds chart in front of her and having just practiced counting up and down on the chart, she looked confused and her answer was "is it 6???" She has had similar "up and down" progress on reading screenings.

So, I am currently discussing further adaptations with other teachers, as well as the decision to proceed with and ADHD assessment, other special ed screenings or possible retention (as I know she will struggle and get VERY discouraged next year in second grade). But I'm just sort of at a loss because as a relatively new teacher I have never had this type of student before. Should I assume it is just ADD or ADHD, or should I explore the possibility that this type of behavior points to something more such as a processing disorder or a learning disablity?

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question On 4/20/12, Mrs. Mikesell wrote: > This student sounds more SLD than ADAH to me based on what is > written here. > > Does that mean "Specific Learning Disability? or "Severe Learning Difficulties?" I've seen it used in both ways.

Apr 26, 2012

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agree with Sars nfm On 4/17/12, Sara wrote: > On 4/15/12, secondfirst wrote: > Welcome to the puzzle of the human equation... I've been > teaching for about 25 years and the description of this child > doesn't sound normal certainly but in my experience kids can > have issues that defy diagnosis. > And really we don't have all that much we do anyway ...See MoreOn 4/17/12, Sara wrote: > On 4/15/12, secondfirst wrote: > Welcome to the puzzle of the human equation... I've been > teaching for about 25 years and the description of this child > doesn't sound normal certainly but in my experience kids can > have issues that defy diagnosis. > And really we don't have all that much we do anyway - I think > the 'many' treatments for ADHD for example are manufactured. > Physicians do tend to hand out medication - and it can work - > or not. > Sometimes you have to let a kid go on to the next grade and > hope for the best. It sounds like you're doing what can be > done - you could request evaluation but there won't be any > easy fix to this child. > There are so many people these days looking to volunteer in > retirement - why can't we let them volunteer in our > classrooms? This kid could do with a part-time wrap around > aide. > > Advise the parents to read to her every night and discuss the > reading with her. They might not do it but reading aloud to > any child can only help and never hurts and the more the > better. > Play Simon Says as a class - it's an oldie but a goodie and > invites their focus and attention - and much better than a > game on the smartboard even. >>> > When I get a because of their shoes answer, I try hard to make > some connection even though I have to disagree. "Uh, well > without knowing more about why you would think that, Susie, > I'd have to say I don't think so. There were shoes in England > and there was the leather that shoes are made from in England > too. There certainly was a growing shortage of wood in England > but English shoes weren't made from wood so no, I can't see > how it would be because of their shoes. But if you can explain > that to me sometime, I'd really like to hear more about your > idea." >>> >> >> However my main concern is this student's comprehension and >> understanding of content, discussions and just what is >> happening around her in general. Sometimes it seems like >> her focus is so off that her answers to simple questions >> are almost nonsense (in response to "Why do you think the >> Pilgrims decided to come to America?" She raises her hand >> and answers: "because of their shoes." but she couldn't >> state why she thought that) Othertimes she seems to be >> disengaged but you can ask her a question and get a >> correct, though very basic and unexpanded, answer. >> >> Her skills and ability to perform tasks seems to "turn on >> and off." On several recent math screening she testing at a >> second grade level when doing it unassisted, and at a >> current first grade level with a teacher reading her each >> question - both a lot higher than her grades would suggest. >> Both test results indicated she had correctly counted by >> tens on the test. However, the next week, when working one >> on one with her on a worksheet and asking her what is 10 >> more than 40, even with a hundreds chart in front of her >> and having just practiced counting up and down on the >> chart, she looked confused and her answer was "is it 6???" >> She has had similar "up and down" progress on reading >> screenings. >> >> So, I am currently discussing further adaptations with >> other teachers, as well as the decision to proceed with and >> ADHD assessment, other special ed screenings or possible >> retention (as I know she will struggle and get VERY >> discouraged next year in second grade). But I'm just sort >> of at a loss because as a relatively new teacher I have >> never had this type of student before. Should I assume it >> is just ADD or ADHD, or should I explore the possibility >> that this type of behavior points to something more such as >> a processing disorder or a learning disablity?

Apr 28, 2012

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Mrs. Mikesell Specific Learning Disability - In my district. :)

May 1, 2012

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Jo On 4/20/12, Mrs. Mikesell wrote: > This student sounds more SLD than ADAH to me based on what is > written here. > > When skills turn on and off, confusion, wandering set in, most of > the time in my experience it is because there is a disability in > one area. > > I know I have a student right now who can do math like a whi...See More

May 1, 2012

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AM This child definitely needs to be tested for LD's and sooner than later. The year is over and it will take at least a half year before the second grade teacher makes any conclusion unless she is really sharp. Can you talk to them so they can start testing when school begins so she can get help before 3rd or 4th grade if needed. we lose so much time...See More

Jun 21, 2012

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