Happy Spring! Your lonely Maytag Behavior Specialist isn’t lonely anymore; lots of questions are coming into her mailbox. I’ve selected two, one school-based, one home-based, and sent two to our pediatrician. Look for some others next month.

Question 1:

What cognitive level would a second grade class holding a class discussion to talk about four students who mess up the class' chances on obtaining their goals. They tell these students how they feel and that they are tired of the empty promises and words?

N2SpecialKids

Answer 1:

Dear N2Special Kids,

What I think you are asking is either:

1. Are second graders developmentally able to influence their peers by using a community standards approach, OR,
2. What is a more effective method that second graders can use to influence their peers in order to earn a group reinforcer?

To answer the first question, I would say that second graders are at a level of cognitive development to form a community and to reinforce standards among themselves. That said, I would question a situation in which a small group of this class (the Gang of Four) is allowed to be ostracized. Here’s my thinking on this:

• Shaming is never an acceptable technique to shape behavior
• The teacher needs to assess:

• Is the behavior that she is holding the class to beyond the ability of those 4 students?

• Is the reinforcement strong enough to entice the hold-outs?

What would be more effective? Knowing as little as I do about this situation I might think that perhaps better ways to teach this behavior might include:

• Teach, review, practice and reinforce rules that pertain to this behavior.

• Teach a self-management system to the class and after they master the technique, target the behavior in question.
  • http://www.pb5th.com/selfmoni.shtml

• Reinforce heavily when any of the 4 approximate the desired behavior

The bottom line is that you should never use a group reinforcer for any behavior that is not within the reach of all of the class and that peer pressure for second graders needs to be used only in positive ways. Building community is an immensely powerful and worthwhile endeavor; use it for the good.

Question 2:

Dr. Saren,

I have a daughter who just turned 5. Her behavior is disruptive at home and at school to the extent that we feel the need to seek treatment, but are unsure how to go about it. She hit most developmental milestones early. She is very bright. From developmental screens and observation, we know that: Her fine motor skills are far above average (writing, drawing, painting, coloring, manipulatives, etc.). She has a large vocabulary and is extremely expressive both verbally and dramatically. Her abstract thinking skills are above average and her cognitive skills are above average. From about age two she has described vivid dreams in great detail. Her gross motor skills are average. She is highly active, highly persistent, and intense in her reactions. She can be extremely sensitive, generous, helpful, and thoughtful — on her own terms. She engages better with adults and older children than she does children her own age.

This is the troubling behavior: Her impulse control is dramatically lacking. This causes the most trouble both at home and school. She is also extremely defiant both at home and at school. Her ability to express herself well also lends itself to verbal onslaughts and attitude you would expect from a teenager, yet her social skills appear behind those of her peers in that she has trouble joining a group or accepting another person’s reactions if that reaction is not what she wants. She is socially awkward in many ways. From “en utero” she has been extremely active and seems to be “sensory seeking”. She bounces, arm flaps, fidgets, and can be very rough. Even when engaging in a “quiet” activity she is squirming, sitting down, then standing, standing on one foot, etc.. She bites her nails to the quick. She is highly tactile to the extent that she touches almost everything and everyone — and persists when asked to stop. She is highly attention seeking, and seems to dislike playing or being alone. She has a speech articulation delay of about one year due to allergies causing temporary hearing loss (we’ve sought speech therapy and do preventive allergy treatment).

Physically she is extremely healthy. She has allergies to dust, mold, and chemical dyes. She has had a few illnesses typical of childhood such as colds, a few ear infections, strep throat, and the like. She is tall for her age and of appropriate weight. She has had no injuries or head trauma.

Based on the above information, what sort of professionals or assessments would you suggest we investigate?

Thank you,

M. Gregory

Answer 2:

Dear Ms. Gregory,

Your daughter sounds like an interesting child and your approach toward her gifts and challenges seems thoughtful and measured. I am wondering if the behavior difficulties she presents in school are great enough that the staff wants to refer her for an evaluation. It sounds like she might qualify for speech and language services and that might open the door to other evaluations. Ask the staff if a speech and language evaluation is warranted.

If that route were not the one you would or can choose, I would start with a comprehensive evaluation from a child psychologist who is who is experienced in administering cognitive assessments and in conducting clinical evaluations. Ask at school or parent organizations for one who comes recommended from credible sources. Interview him or her on the telephone and ask about qualifications. He or she could:

• Take a good look at her cognitive abilities. Sensory integration issues and asynchronous development are not uncommon in gifted children. (see Advance for Speech-Language Pathologists and Audiologists August 16, 2004 Off the Chart www/advanceweb/com

• Screen for areas like Attention Deficit Hyperactivity Disorder and other conditions

• Direct you to an occupational therapist if her sensory issues appear to warrant an evaluation

• Offer an opinion about whether some parenting classes or family therapy might be useful

• Explore her temperament and the match with your family

Best of luck.

Thank you both for your questions this month.

Dru