Reflection 3: Student Profile. Child's Name: I Age: 7 (Assessment…
Reflection 3: Student Profile. Child's Name: I
Physically and emotionally abusive to peers
Impulsively: "experiences difficulty waiting for his or her turn, often interrupts, has trouble waiting until a question is finished before answering" (J.C).
Low impulse control
Behaviour is very unpredictable.
Inattention: "unusual levels of distractibility, has trouble following directions and finishing tasks (J.C)
Hyperactivity: "squirms or fidgets when sitting, doesn't stay seated, has trouble playing quietly, is restless -always on the move, talks excessively" (J.C)
Strategies for support
Reducing the amount of time child gets sent to the office. If the child is constantly getting sent to the office, he might feel like we are giving up on him and that no one is here for him.
BUILD CRITICAL RELATIONSHIPS!
Calming tools: calming jar, wiggly stool, sensory movement breaks.
Expected/Unexpected Behaviours: reinforce expected behaviours rather than putting emphasis on what is unexpected. Positive reinforcement works very well with I.
Zones of Regulation: check-in with student regularly, practice talking about the zones of regulation. There is no "bad" zone, but we feel better when we are in the green zone.
Self-Regulation: Focus on getting child self-regulation first thing in the morning.
Body Breaks & Physical Activity
Develop Social Awareness. Child has the tendency to blurt out inappropriate words, touches peers frequently.
Assessment is currently being processed by a psychologist
"Structure, predictability, and consistency, immediate, frequent, and specific feedback with consequences, positive school-to-home support systems, evidence that he is making changes for the better"
Child's Background Information
Child Services has been called multiple times: Child often says, his mother hits him. He prefers being at school and says he does not ever want to go home.
Lack of Home Support
Low-socio economic household
Child has no diagnosis. However, from reading joys slides, a combination of both hyperactive-impulsive and attentive type might mean child could possibly be on the spectrum for ADHD (J.C).
"Family context (doing what has been modelled at home)" (H.N).
"Fear or treat, especially for students who have experienced any form of maltreatment or abuse" (H.N).
"Need for attention, recognition" (H.N).
Psychologist has recently observed child in class setting
Parent-Teacher Conversations: related to behaviour, low-academically, focus on what he is doing well in.
Intensive Individual Intervention
Focus on being apart of our classroom community by respecting others and building friendships. We have decided to put majority of academics aside for now.
"Behaviour Assessment System for Children" (J.C).
"Connors Check-Lists" (J.C)