Back to what was happening in the classroom. The regular education teacher decided to deal with my son by placing him in the corner up against the front wall. He had no view of any classmates and he had no view of the blackboard.
Now everyone would think this kid must really be a MONSTER! Well you decide!
The licensed psychologist who was also a certified school psychologist and held a Ph.D came in to complete the Functional Behavioral Assessment on my son. You can read about the differences between a licensed psychologist and a certified school psychologist at: http://www.nasponline.org/about_sp/careerfaq.aspx#cpsych_spsych
In any event, this man held both certifications.
The following excerpts are from his report:
“He has evidenced a significant amount of off task behavior as well as disruptive behavior.”
“On the school based behavior based rating scales, his ADHD behaviors are rated as very high (96%-99%).”
“His disruptive behavior frequently occurs after being presented with a task that he percieves as frustrating.”
“His sensory integration and learning weaknesses further lessen his frustration tolerence.”
I also learned from the doctor that he observed my son going cross eyed during work time. When I later questioned the staff if they had been aware of this they were. They just attributed it to “another behavior” of his.
My son’s behavior in short and as documented on the “Revised Conners Teacher Evaluation Form: “was refusing to do work”, “tapping his fingers”, “breaking crayons”, “avoidant behaviors”, and “humming”. He was not using bad language. He was not hitting children. He was not talking back to the teacher. But of course, understandably when a child refuses to do his work it is disruptive to the teacher and class. Tapping fingers and humming can also be very distracting to others as well. I got that!!! But at the same time, didn’t they understand if you put a book in front of a child and they can’t read that this would create a problem? If you put a writing assignment in front of a child and they can’t spell that this would create a problem?
My son’s daily communication book was also full of comments. He “crumbled his paper and would not do the work.” “Anything that is challenging he refuses to do.” “He ran out of the classroom.” “In Language Arts behavior changes, incapable of staying on task.” “In Language Arts the behavior starts, dropping crayons or pencils, sliding down on the chair, singing and humming to distract other students.” “He ate his paper.” “He locked himself in the bathroom.” He cries in class four to six times a week.” “He did not want to do any work in reading, laying on the chair, fidgeting, became frustrated.” “Language arts is very difficult for him and this is when his behavior starts.” “He had two options during reading in the mainstream class. He refused to do either activity. He cried and was angry during this time.” “He shuts down.” “He did not want to do any work. He threw a yellow object towards me, pushed his desk in my direction, and placed himself in the corner and cried.” “He threw his scissors on the floor. I am worried about this dangerous behavior.” “He does not want to work in reading AT ALL. In Language Arts, Spelling is above him because he can not read.” “Language arts is beyond him because of his reading skills.” “He acts out during Language Arts.”
I went from apologizing to the teacher every day, to punishing my son at home, to then trying a reward system. Nothing worked!!!
And although I only had a high school education and some common sense I think I figured out what was wrong. The same thing that I had said back in kindergarten. Besides my sons ADHD and Sensory Integration Dysfunction diagnosis, My son had dyslexia!
Copyrighted 2011: danadogooder and DMT