Monday, April 25, 2011
Thomas
Thomas is 16 and in the 10th grade. Thomas' target behavior is refusing to work in class, doesn't follow directions, argues and uses inappropriate verbalizations to staff, teachers and his peers. Academically, Thomas is below his peers in writing and reading. The function of his behavior is avoiding tasks he feels he cannot complete or is uncofortable doing. His behavior allows him attention and to escape doing work.
Subscribe to:
Post Comments (Atom)
I am assuming that his refusal is because the work is too difficult for him to complete. Therefore, moving the attention to something else like his behavior allows him to avoid the work. I would try giving him an alternate assignment, one that is more appropriate for his ability and allowing him to track his progress on assignments completed and turned in. If it is something where an alternate is not available he could be given some assistance to bridge the gap between what he is able to complete and what he needs help with. This assistance could be written, teacher or EA help or it could be working with a partner. Finally, I would set up a reward system with Thomas in which he would be rewarded after successfully completing and turning in a predetermined number of assignments on his own, without incident. He would earn a reward of his choosing. The goal would need to start small and be adjusted upward as he gains confidence until he is working effectively on his own.
ReplyDeleteMy suggestion for a intervention would be to see if he can try to gain some explicit intrusiton. He nbeeds to be recieiving some kind of one on one insturction so he be up to par. I would also set up some kind of reward system that when He indepdently performs the assigment he recieves a small prize. I think that if a child feels good and productive about the work they are doing then they will feel accepted and participate more.
ReplyDeleteSince Thomas is academically below his peers in writing and reading, this is why he is refusing to do work. These assignments may need to be modified to his level so that he is able to be successful. A reward system can be effective with high school students, especially if it involves free time to use a computer or go to the student lounge, and if they get to choose the reward.
ReplyDeleteI also agree that the assignments should be modified in some way to help Thomas feel more successful. Even something as simple as saying "Thomas, please do the first question and then I need you to help me move this desk" (or some other small task) might help him feel less overwhelmed.
ReplyDeleteIf reading and writing are difficult, offering to help write or read every other paragraph might also help the assignment seem less overwhelming.
One-on-one instruction can be used to address any deficits Thomas might have and at the very least give him more confidence.
Agreed! I also think that maybe he just isn't getting what he needs from the teaching. Maybe his learning style is hands on instead of lecturing. However, it does sound more like the work is too hard for him, so one on one time would really benefit him.
ReplyDeleteAgree!! Thomasis frustrated with his work because it is over his head. Staff need to differentiate his instruction to fit his needs. I would focus on breaking the assignments into smaller segments and allowing him to be successful. With some success Thomas will be more likely to attempt with greater effort.
ReplyDelete