Question:

I am a resource specialist at the intermediate grade levels. There is boy in my sixth grade class who seems to have ADHD but his mother refuses to hear it. He is an only child of a single mother and she feels his problems are just at school and that his teachers are causing the problem. There is no way that she will even consider placing her son on medication. This boy’s behavior makes it impossible for other kids in the class to learn, however. His behaviors are even more of a problem in the general class. He has constant temper outbursts when he’s frustrated. He bothers other kids by poking and kicking and interrupts the class all the time. We have tried suggesting placement in a special day class but his mother has refused this. What can I do?

Sylvia

Answer:

Dear Sylvia;

Thank you for your question. Your concern for your students is evident. I have experienced and worked in situations like the one that you describe many times. It’s often very hard to get everyone on the team on board at the same time.

First, some common sense suggestions –

 Teachers spend more hours during the day with a child than nearly any other person. They are in a unique position to compare a child’s behavior and performance with that of other age peers. Parents, on the other hand, are in it for the long haul and spend more years involved with their child than any professional. Use this knowledge to your advantage. Even if this parent has difficulty admitting that her son has an attention and behavior problem now, if the problem is truly as serious as you suggest, she has heard from teachers in the past and will continue to hear from more of them in the future. Eventually, she may be willing to listen.

If the child has AD/HD, symptoms must be present in two or more environments. The child may experience natural consequences for his inattention in extra-curricular activities and his mother will hear from his coach, scout leader or other involved adults. Whether he acts out at home or not now, his behaviors will eventually visit the home in one form or another if he has AD/HD. Children whose AD/HD symptoms go untreated are more likely as teens to be involved in substance abuse and to have automobile accidents. Your student is teetering dangerously close to adolescence.

So, take heart and realize your limitations. If you can’t solve all of your student’s problems now, there will be other adults in the future to take your place.

Second, some practical suggestions to keep you going –

If you haven’t done this already, you might consider requesting assistance from a behavior specialist. A behavior specialist can take and interpret quantitative data that will assist in formulating a positive behavior plan. Even if your student does not take medication, using positive behavior management strategies can help turn his behavior around. If your I.E.P. team is not familiar with positive behavior plans or needs more information about their creation and implementation, refer to this website for an I.E. P. team handbook:

http://cecp.air.org/fba/problembehavior/main.htm

A additional resource is provided by the Office of Special Education Programs (OSEP), U.S. Department of Education. This website contains useful information about classroom management, school-wide behavior programs, and positive behavioral plans:

www.pbis.org

When designing a plan, be sure to set priorities. Don’t try to change everything at once. Instead, focus on the behavior that most prevents learning first.

To provide support for the general education teacher, consider sharing an excellent online article by Amy Mc Cart and Ann Turnbull entitled The Issues: Behavioral Concerns within Inclusive Classrooms and available at:

http://www.pbs.org/teachersource/prek2/issues/602issue.shtm

You may want to think about creating a classwide system both in your resource room and in the general classroom. Classwide systems avoid singling out the individual student as having a “problem” and make use of peer support for reinforcement. Two very practical resources for implementing a classwide behavior management system are the books:

The Tough Kid Tool Box by William R. Jensen, Ginger Rhode, and H. Keaton Reavis (Sopris West)

All About ADHD: The Complete Practical Guide for Classroom Teachers by Linda Pfiffner (Scholastic Professional Books)

Finally, consider referring your student for evaluation for 26.5 mental health services. Your county mental health agency will determine if your student and/or his family would benefit from support. If his mother is receptive, she may develop a more realistic picture of her son’s behavior through participation.