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ADHD, 3.06 (V) Using a DRC - A Scenario

3.06 (V) Using a DRC - A Scenario

Well, thanks for making some time I know you're really busy. I promise I won't take too long. My goal today is to really learn a little about what's been going on in the class with you and with your student. And then I have a few ideas about behavior intervention plans that we can set up and if those fit well with your teaching style and with your classroom, perhaps that's something that we could try it out. We can just follow that contract. » Sure, yeah, great. » So I think maybe the best way to get started would be to spend a couple minutes talking about what's been going on that's been causing a challenge for you or for your classroom. » Sure, Peter's very bright, but has a lot of trouble sitting by himself and getting his work done. I am definitely redirecting more than the other students in the class. It takes up a lot of time and I really sort of have to spend a lot of time with him. He's a nice guy and he's always friendly and pleasant. Just has trouble getting that done. He's also always tapping a pencil or has to have something to sort of keep himself busy so he's disrupting all of the other students as well. So that's a problem that I hear. » So you're noticing he's pulling other kids off task or kind of interrupting your lesson with these behaviors. » Yes, so unless I'm there with him that's sort of something that's happening, as well. » Okay, so I'm hearing, and the two major issues in the classroom getting his work done without really a lot of adult attention to help make sure it happens and also this interrupting period when you're teaching or whatever kids are supposed to be doing their work. How about outside of the class? Is there any issues with other teachers or other situations? » Yeah, he's been referred quite a few a few times for noise in general. Problems with hallways and on the buses. I think even in the cafeteria, as well. Pretty recently, too. » So you're not seeing some of these lager behavioral problems in your classroom, but you're getting notices about them and the other times where there's maybe not quite as good monitoring or it's a little less structured. » Yeah, absolutely. » Okay, and what about with homework? Sometimes that's a challenge for kids that have sort of challenge with getting their work done in the classroom. » Yeah, I think that's definitely a problem at home, as well. Again, he's a smart guy, he just I think he's able to get the homework done, with help, but it doesn't seem to make it back into my classroom. Probably in that mess of a desk of his, or in that messy backpack. » So again, you think he can do the work, so in the classroom. He's smart enough or bright enough that you're saying it's just he's not producing this work like he's supposed to. » Yes. » Okay, without a lot of prompting or overseeing. » Sure. » Well, this sounds like a good list to start with. We certainly wouldn't want to overload Peter with a whole bunch of targets or a whole bunch of things we want him to work on. But getting your work done is certainly really important in a classroom, also your ability to manage a lesson and keep the show going without loads of interruptions is really important, too. I wonder if I could share with you this idea about a daily report card. I'm sure in your career as a teacher, you've had lots of home note systems, you may have used something called a daily report card, but basically, all this is a set of goals for Peter that we're going to give to him up front each morning, so he's going to know exactly what it is we expect of him. We're going to be really concrete, and specific, and lay it out for him what he needs to do each day. And then this note's going to go home in his backpack each day, and his parents are going to review it with him, and his privileges at home are now going to be contingent on meeting these goals throughout the school days. He's going to be accountable at home, right after school, for what he did his whole entire school day. » Oh, great. » And this is going to be a positive program, so this isn't a program where we're taking things away. » Sure. » I'm going to work with his parents after our meeting today to set up an earning situation for him. So if he usually gets his screening time, computer, bike, all the things he likes to do anytime he wants them. We're going to partner with his parents to figure out a way to convey to Peter that he starts out each day without those, and he earns his way up to tying in those privileges based on doing everything he's supposed to do. » Okay. » And even if he just gets one goal and misses all the rest of them, there will be some sort of positive consequence for him so we can keep enrolling on a positive approach. Okay, so technically, kind of think about how to set this daily report card up. Do you have a set of subjects during the day? Is your day kind of broken up into morning and afternoon? What would be the best way to set up a meter so that there were intervals throughout the day where you can just give me some feedback on some progress. » Sure, probably morning and afternoon. » Okay. » Afternoon recess period between lunch and all that. » Okay that's a good point. So certainly you have these other times where's he's outside of your classroom- » Yeah. » We could list those on the other report card too and as long as he doesn't get a negative report from the monitors there, we could be putting some positive feedback on this each day as well. One of the things you brought up was not getting this work done. You kind of had to continually prompt him or remind him to get things done. About how much time do you give the kids to do their work in the morning or in the afternoon? » It really depends on the activity, but maybe 15 minutes. » Okay, so we could have something like within the time given or time provided, use a timer or something like that. » Yes, and we'll give them reminders five minutes, two minutes. » Okay, so it's pretty clear to him when the time's up? » Yes. » Okay, and you mentioned he can do all the work you're saying, and that's not the concern in your judgement. It's just he's not producing it within the amount of time all the other kids are able to finish their work? » Yeah, he's very bright. » Okay, so I think we could come up with with a pretty good target based on that. The other thing you mentioned was this interrupting. Now we wouldn't want to say Peter, interrupt zero times, right? We would be setting him up for failure, right? » I don't think he'd be successful at that though. » It sounds like he's doing it quite a bit. In the typical lesson, or maybe if we divide this up into morning and afternoon, okay, how many times would he interrupt you. If you can count. » It's a lot. It's a lot. I mean if I were to think about during a 15 minute lesson, maybe 5 times. » Five times. So would a goal of no more than four interruptions per lesson be an improvement? » Yeah, that'd be a good place to start. » Okay, so and then wouldn't be too much for you to be keeping track of her counting during one of your lessons? » No, yeah, I can figure out a system. » Okay, then maybe we'll have a goal of that as well. And I'm going to send you a copy of this so you can take a look at it, see if it fits well for what you're thinking. But basically we divide it up into the morning and the afternoon. He'll have a goal of no more than four interruptions in the morning and in the afternoon. He'll have a completion goal to get his work done within the time you give him and to get it done accurately. And we'll also try to address some of this out of classroom behavior for behavior with the referrals you're getting from the monitors. I put on the bottom one target was homework returned after and completely done. So, that's a way you can also communicate with the parents as what they're working on with homework at home. » Yeah. » Actually making it back to you. I do know from talking to parents, they're spending an awful lot of time on homework. It's a shame it's not getting back to you, and he's not getting the credit. » Yeah, yes. » So any other thoughts or comments or concerns about this kind of program? » No, this sounds pretty easy. » Sounds pretty reasonable? » Yeah. » Okay, well then I'll put this together. As I mentioned, I will meet with the parents, we're going to come up with a home reward privilege list. I will share that with you, too so you'll know what he's working on and you can even remind him during the day what's in it for him if he starts meeting the goals. We should probably plan a follow up in a week and see how it's going and make any changes that we need to. » Okay. » Okay, great. Thanks.


3.06 (V) Using a DRC - A Scenario

Well, thanks for making some time I know you're really busy. I promise I won't take too long. My goal today is to really learn a little about what's been going on in the class with you and with your student. And then I have a few ideas about behavior intervention plans that we can set up and if those fit well with your teaching style and with your classroom, perhaps that's something that we could try it out. We can just follow that contract. » Sure, yeah, great. » So I think maybe the best way to get started would be to spend a couple minutes talking about what's been going on that's been causing a challenge for you or for your classroom. » Sure, Peter's very bright, but has a lot of trouble sitting by himself and getting his work done. I am definitely redirecting more than the other students in the class. It takes up a lot of time and I really sort of have to spend a lot of time with him. He's a nice guy and he's always friendly and pleasant. Just has trouble getting that done. He's also always tapping a pencil or has to have something to sort of keep himself busy so he's disrupting all of the other students as well. So that's a problem that I hear. » So you're noticing he's pulling other kids off task or kind of interrupting your lesson with these behaviors. » Yes, so unless I'm there with him that's sort of something that's happening, as well. » Okay, so I'm hearing, and the two major issues in the classroom getting his work done without really a lot of adult attention to help make sure it happens and also this interrupting period when you're teaching or whatever kids are supposed to be doing their work. How about outside of the class? Is there any issues with other teachers or other situations? » Yeah, he's been referred quite a few a few times for noise in general. Problems with hallways and on the buses. I think even in the cafeteria, as well. Pretty recently, too. » So you're not seeing some of these lager behavioral problems in your classroom, but you're getting notices about them and the other times where there's maybe not quite as good monitoring or it's a little less structured. » Yeah, absolutely. » Okay, and what about with homework? Sometimes that's a challenge for kids that have sort of challenge with getting their work done in the classroom. » Yeah, I think that's definitely a problem at home, as well. Again, he's a smart guy, he just I think he's able to get the homework done, with help, but it doesn't seem to make it back into my classroom. Probably in that mess of a desk of his, or in that messy backpack. » So again, you think he can do the work, so in the classroom. He's smart enough or bright enough that you're saying it's just he's not producing this work like he's supposed to. » Yes. » Okay, without a lot of prompting or overseeing. » Sure. » Well, this sounds like a good list to start with. We certainly wouldn't want to overload Peter with a whole bunch of targets or a whole bunch of things we want him to work on. But getting your work done is certainly really important in a classroom, also your ability to manage a lesson and keep the show going without loads of interruptions is really important, too. I wonder if I could share with you this idea about a daily report card. I'm sure in your career as a teacher, you've had lots of home note systems, you may have used something called a daily report card, but basically, all this is a set of goals for Peter that we're going to give to him up front each morning, so he's going to know exactly what it is we expect of him. We're going to be really concrete, and specific, and lay it out for him what he needs to do each day. And then this note's going to go home in his backpack each day, and his parents are going to review it with him, and his privileges at home are now going to be contingent on meeting these goals throughout the school days. He's going to be accountable at home, right after school, for what he did his whole entire school day. » Oh, great. » And this is going to be a positive program, so this isn't a program where we're taking things away. » Sure. » I'm going to work with his parents after our meeting today to set up an earning situation for him. So if he usually gets his screening time, computer, bike, all the things he likes to do anytime he wants them. We're going to partner with his parents to figure out a way to convey to Peter that he starts out each day without those, and he earns his way up to tying in those privileges based on doing everything he's supposed to do. » Okay. » And even if he just gets one goal and misses all the rest of them, there will be some sort of positive consequence for him so we can keep enrolling on a positive approach. Okay, so technically, kind of think about how to set this daily report card up. Do you have a set of subjects during the day? Is your day kind of broken up into morning and afternoon? What would be the best way to set up a meter so that there were intervals throughout the day where you can just give me some feedback on some progress. » Sure, probably morning and afternoon. » Okay. » Afternoon recess period between lunch and all that. » Okay that's a good point. So certainly you have these other times where's he's outside of your classroom- » Yeah. » We could list those on the other report card too and as long as he doesn't get a negative report from the monitors there, we could be putting some positive feedback on this each day as well. One of the things you brought up was not getting this work done. You kind of had to continually prompt him or remind him to get things done. About how much time do you give the kids to do their work in the morning or in the afternoon? » It really depends on the activity, but maybe 15 minutes. » Okay, so we could have something like within the time given or time provided, use a timer or something like that. » Yes, and we'll give them reminders five minutes, two minutes. » Okay, so it's pretty clear to him when the time's up? » Yes. » Okay, and you mentioned he can do all the work you're saying, and that's not the concern in your judgement. It's just he's not producing it within the amount of time all the other kids are able to finish their work? » Yeah, he's very bright. » Okay, so I think we could come up with with a pretty good target based on that. The other thing you mentioned was this interrupting. Now we wouldn't want to say Peter, interrupt zero times, right? We would be setting him up for failure, right? » I don't think he'd be successful at that though. » It sounds like he's doing it quite a bit. In the typical lesson, or maybe if we divide this up into morning and afternoon, okay, how many times would he interrupt you. If you can count. » It's a lot. It's a lot. I mean if I were to think about during a 15 minute lesson, maybe 5 times. » Five times. So would a goal of no more than four interruptions per lesson be an improvement? » Yeah, that'd be a good place to start. » Okay, so and then wouldn't be too much for you to be keeping track of her counting during one of your lessons? » No, yeah, I can figure out a system. » Okay, then maybe we'll have a goal of that as well. And I'm going to send you a copy of this so you can take a look at it, see if it fits well for what you're thinking. But basically we divide it up into the morning and the afternoon. He'll have a goal of no more than four interruptions in the morning and in the afternoon. He'll have a completion goal to get his work done within the time you give him and to get it done accurately. And we'll also try to address some of this out of classroom behavior for behavior with the referrals you're getting from the monitors. I put on the bottom one target was homework returned after and completely done. So, that's a way you can also communicate with the parents as what they're working on with homework at home. » Yeah. » Actually making it back to you. I do know from talking to parents, they're spending an awful lot of time on homework. It's a shame it's not getting back to you, and he's not getting the credit. » Yeah, yes. » So any other thoughts or comments or concerns about this kind of program? » No, this sounds pretty easy. » Sounds pretty reasonable? » Yeah. » Okay, well then I'll put this together. As I mentioned, I will meet with the parents, we're going to come up with a home reward privilege list. I will share that with you, too so you'll know what he's working on and you can even remind him during the day what's in it for him if he starts meeting the goals. We should probably plan a follow up in a week and see how it's going and make any changes that we need to. » Okay. » Okay, great. Thanks.