The Difficult Child Presented by Marc Cheriyan Difficult

The Difficult Child Presented by: Marc Cheriyan

Difficult Child What are the costs associated with the difficult student? R. M Kowalski (2003) has stated that the difficult student has real costs including: reducing student participation distracting other students and instructor in class lowering other students' and instructor’s motivation in or out of class affecting fairness in grading using instructor or TA time unproductively feeling disrespected as a fellow learner or authority figure

Difficult Child ION S S CU DIS E TIM What behaviors does a difficult student showcase at Avery Outreach School? -entering room late and distracting (engaging other learners) -talking while being in class -not being on task -requiring repeated prompts to get on task -lack of organization -sleeping or being tired in class -students having an antagonistic attitude -inappropriate use of technology (phone, music, computer, etc) -Distracting others while in class

SIO S U C DIS E TIM N Difficult Child Why does a difficult child exhibit the behaviors he/she does? Students can engage in problematic behaviors because of: health problems, personal or family problems, adjustment or developmental issues (e. g. , “immaturity” or selfesteem issues) general academic difficulties.

Difficult Child The Division Perspective Division Support Team Extended Services ● ● Regional Consulting Community Agencies Medical Community Other ● ● ● ● Speech Language Behavior Counseling Attendance Technology Occupational Therapy Educational Psychologist Instructional Coaches

Universal ~ Classroom Teacher Identify essential learning outcomes Implement research based core teaching strategies Frequent formative assessment of outcomes/analyze data Identify outcomes not achieved Ask “Why is the student not learning? ” Assess the instructional environment -Instructional materials -Quantity, reading level, complexity, format -Pace of instruction -Routines and procedures -Instructional methods -Physical environment -Direct teaching, cooperative learning, self-directed instruction, other -Access, lighting, acoustics, furniture, equipment, technology -Class composition -Assessment strategies/method -Adapt or change instructional environment as needed The Division Perspective Targeted - Team -Meet with grade/subject or school team to determine which students have not succeeded in acquiring the essential learning outcomes and require further intervention. -Implement targeted interventions with greater frequency, intensity and duration. -Further assessment by Education Support Teacher may be required. This may include: -Academic achievement -School attendance -Learning styles -Learning strategies -Time management/ Organizational skills -Social skills -Cultural or linguistic factors Implement differentiated Instruction Meet with parents to gain further information Further referral and/or. Teacher assessment Consult with Instructional Coach and Education Support for professional support -Collaborate to ADJUST may be required programming and supports to enhance progress and encourage Division Support Team independence. ∙Behavior -Continue assessment and ∙Speech Language ∙Counseling monitoring ∙Attendance -How effective is the programming? ∙Technology -Assess change in performance and ∙Occupational Therapy achievement over time ∙Educational Psychologist Extended Services ∙Regional Consulting ∙Community Agencies ∙Medical Community ∙Other Intense Interventions When targeted interventions are not effective more explicit and intensive interventions are

Difficult Child The Division Perspective Universal Core Instruction/Learning Agenda: Teacher – Student – Parent **At this stage the intervention and instruction is by the classroom teacher in the classroom setting. The role of the Education Support Teacher is to provide professional support. Step 1 ● The teacher identifies essential learning outcomes, implements research based core teaching strategies, and administers frequent formative assessments of outcomes (see Administrative Procedure: Learning Assessment) ● The teacher identifies outcomes not achieved and observations of exceptionalities in learning and/or behavior ● The teacher shares the data with the student

Difficult Child The Division Perspective Universal Parent Step 2 Core Instruction/Learning Agenda: Teacher – Student – ● The teacher assesses the learning environment and makes adaptations or changes as needed. A Record of Adaptations is developed if adaptations are ongoing and across all subject areas (ex. Preferential seating, sound-field system etc. ) ● If the adaptation required is off- grade level material then a Record of Adaptations is written stating the level of instruction. Objectives are chosen from the grade level of instruction and do not need to be included in the Record of Adaptations. ● Record of Adaptations is signed by parents ● The teacher implements differentiated instruction - small groups that meet with the teacher several times a week for remediation, re-teaching of concepts or extension and enrichment. This occurs in the regular classroom during class time. The groups are based on the data from the formative assessments.

Difficult Child The Division Perspective Universal Parent Step 3 Core Instruction/Learning Agenda: Teacher – Student – ● If a child is unable to demonstrate the essential outcome(s) at the grade level of instruction then: ● The teacher meets with the parent and (where appropriate) the student ● The teacher describes the learning style and behaviour as observed in the classroom ● The parent shares perceptions and knowledge of the child with the teacher ● The teacher, parent and student define the barriers to success and suggest strategies to reduce the barriers ● A joint learning plan is established ● Referral for medical, vision or hearing may be suggested

Difficult Child The Division Perspective Universal Core Instruction/Learning Agenda: Teacher – Student – Parent Step 4 If the previous interventions are not successful a referral for targeted interventions may be implemented

Difficult Child The Division Perspective Targeted Interventions Grade/Subject/School Teams *At this stage the interventions are delivered with greater frequency, intensity and duration. They may involve grade specific or school based interventions. *The school may plan a variety of options for intervention. *It is important to distinguish between a struggling learner (a student who has difficulty learning) and an intentional non-learner (student who fails to try) as the methods of intervention will be different.

Difficult Child ION S S CU DIS E TIM What do we now do with the difficult child at Avery Outreach School? -Talk with the student (mostly one on one) (cell-phone) -remove the student’s distractions -strategic seating for the student (sometimes send home) -send student to office -re-directing student to task at hand counsellor -send student to -remove student from classroom to designated area -mediate (with other staff, support personnel) -contact families -listen to the student -try to give students skills in problem solving difficult situations (what should you have said? What tone could you have used? ) -build/establish relationships accountable -hold students

Visual your whole child. Past, present and future. . . This 2011 video, produced by the Alberta Teachers Association showcases what the youth that sit in our classrooms can become.

Resources • • • Carnegie Mellon. (n. d. ). Problematic Student Behavior. Retrieved from Enhancing Education: http: //www. cmu. edu/teaching/designteach/problemstudent. html Gibbons, P. (2011). Education World: Tips on Handling Difficult Students. Retrieved from Education World: http: //www. educationworld. com/a_curr/profdev 022. shtml Kowalski, R. M. (2003). Complaining, teasing, and other annoying behaviors. New Haven: Yale University Press. Linsin, M. (2011, April 23). 7 Rules of Handling Difficult Students. Retrieved from Smart Classroom Windows: http: //www. smartclassroommanagement. com/2011/04/23/7 -rules-of-handlingdifficult-students/ http: //youtu. be/7 Qon. FZM 1 e. IU -ATA video on the disruptive child