Road to Success for Collin
Transcript: Because Collin lack motivation, we recommend the following strategies: Ask Collin to complete non-academic tasks to rebuild self-concept Take ice cream money to cafeteria, return forms to the front office, return library books, transport notes, ect. Find out Collin's hobbies and interests and incorporate into instruction From a Humanistic approach, build a positive relationship with Collin (and his parents) Let Collin know that you are on his team and want to work alongside him to see him succeed Communicate that you have high expectations and are willing to be his partner in meeting goals Do not assign homework. If other needs are not being met at home, he may not have the ability to complete assignments there (consider Maslow's Heirarchy of Needs) Open lines of communication with Collin's parents by inviting them into the classroom, establishing check-ins, providing strategies for helping their son, and community resources (if they disclose their home situation) Begin collecting data From a humanistic approach, find out more about Collin's home life. If his family moves frequently when the rent is due, his other needs may not be getting met. Come up with a behavior management plan and equip Collin with appropriate behavioral tools Implement intervention strategies in reading and writing Collin is in his second year of first grade. In his short school career, he has attended 3 different schools. Although bright with a wonderful memory, he does not have reading or writing skills to match his ability, and is reading at a mid-first grade level. He has difficulty understanding what he can read because he is becoming disinterested in reading. He does not understand how to handle his frustration over his academic difficulties. When asked to write a story about a picture, he is unable to do so, but he can tell vivid details about the picture. It appears Collin's parent move quite frequently when the rent is due. Academic Challenges Reading Deficits in comprehension Reading level Writing Difficulty transitioning thoughts from ideas to paper Behavioral Challenges Lack of motivation due to lack of success Self-regulation and managing frustration Make appropriate referrals to assess for dyslexia and/or dysgraphia Engage the counselor, school psychologist, special education teacher, or social worker COLLECT MORE DATA!!!!!!! Unique King and Kara Gower Initial Suggestions for Collin Reading Comprehension Strategies Areas of Growth for Collin Because Collin has trouble transitioning his ideas to writing, we recommend the following: Work with Collin and make clear expectations and goals Give Collin a detailed process of the writing assignment Model the expectations Encourage a variety of writing activities Allow him to keep a daily journal Encourage him to write to pen pals,compose a song, or record any family trips Encourage free writing Allow him to write about anything that interest him Explain no one else will read or evaluate his writing If these interventions are not successful Because Collin struggles with comprehending what he reads and is below the target reading level, we suggest the following: Allow him to read high interest, low vocabulary material. This will increase motivation to read while also building confidence in his reading skills. Provide advance graphic organizers This will help Collin know what to look for while reading and organize the information he has read. Repeated readings - read once for decoding and a second time for comprehension Other Suggestions Include: Peer-Tutoring SQ3R Method Allowing more time for reading GOAL! Behavioral Strategies for Motivation Since Collin has trouble managing his frustration, we suggest the following: Calm Down Kit "How are you feeling today?" Self-monitoring tool Draw or Illustrate his feelings Calm down technique "Wheel of Choice" These strategies would be effective if paired with a Neo-Skinnerian model of behavior management (B.F. Skinner) Positive reinforcement for appropriate behaviors through the use of incentives and rewards Example: If Collin becomes frustrated in reading group and uses his calm down techniques or kit, he should be given a meaningful reinforcer. The specific desired behavior should acknowledged and encouraged. Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching Students with Special Needs in General Education Classroom (9th ed.). New York, NY: Pearson Higher Education. Meadows Center Library at University of Texas Austin. (2017). Retrieved May 03, 2017, from http://www.meadowscenter.org/library/ Murray, C. S., Coleman, M. A., Vaughn, S., Wanzek, J., & Roberts, G. (2012). Designing and delivering intensive interventions: A teacher’s toolkit. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Rand, B. (Director). (2016, March 27). Responding to Challenging Behaviors in 3rd Grade [Video file]. Retrieved May 03, 2017, from http://youtube.com/8k0pjwkOcM8?t Understanding Dysgraphia. (2017). Retrieved April 26, 2017,
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