To repeat or not to repeat

Garrett's Kindergarten Class 2008-2009

Still grappling with the issue: is it in Garrett’s best interest to hold him back or should we move him on to first grade? Such an important decision. I put the question out to multiple yahoo adoption groups and got a number of very thoughtful (and detailed) responses back. (Gotta love the adoptive family world—so giving and supportive.)

Garrett’s IEP team has also been very supportive. In the last couple of months, they’ve put him through a battery of tests and procedures including Weschler Intelligence Scale for Children, Universal Nonverbal Intelligence Test, Woodcock Johnson III Achievement, information processing, record review/teacher review, classroom observations, organization and independent works skills checklist, emotional and behavior problem scale, mental status evaluation, adaptive behavior assessment systems, formal language sample. Goldman Fristoe test of articulation II and sensory profile. (Imagine what this would’ve cost us had we done it privately. “Ufda” as they say in Minnesota.)

The net/net is while Garrett has demonstrated growth in rote academic skills, communication skills and vocabulary development, he's still considered below average when compared to his peers (no surprise there). The real problems lie in his behavior and his auditory processing. Garrett seeks more stimulation than his peers. He hums, whistles, fidgets, makes unnecessary noises, moves about the classroom and finds excess reasons for approaching the teacher. He has problems processing sound and misses oral directions more than other children. He has trouble functioning if there’s a lot of noise in the room and often tells others to be quiet. He’s impulsive and finds it difficult to keep his hands to himself. His emotional and behavioral issues are severely interfering with his and other students’ performance.

What's the reason behind all this non-compliant behavior? The school team believes Garrett doesn't have the ability to ignore distractions nor is he able to control his impulses. So, what does he gain out of it? He gains adult (and peer) attention. At times, his behavior results in sensory stimulation. He also gets to postpone activities or avoids situations. It's also an attempt to control the situation. All of this rings true to me as this is what we experience at home every day—and, quite frankly, it's exhausting to be around.

So what are our next steps? First, an OT at the International Adoption Clinic will evaluate him for sensory process issues. Next, I’ll be observing a kindergarten and a first grade class to see what the real differences are. I’ve been told that first grade is considered a learning year and it would be far better for him to repeat first than K. I also enrolled him in all-day K just in case. All-day K is based on a lottery system; although we were “picked,” there’d be no problem declining the spot, as there’s a long line of kids waiting to get it. In addition, Dr. Kroupina, the IAC psychologist, wants him to have a cognitive evaluation. Then there’s speech therapy and on and on.

The good news is Garrett qualifies for special education support next year. So no matter what grade he's in, he'll have someone (a para assistant) with him at all times helping him stay on task. He'll also get additional support to help with his behavioral issues. It's very difficult to qualify for an IEP after age seven, so I'm thrilled that the support will continue on next year.

This is what the additional support will look like:
1. Use sensory strategies for to assist in establishing ways to seek movement appropriately, organize his body and support his sensory needs in the classroom.
2. Provide rewards for appropriate task behaviors (might mean extra time with a key adult, playing games or working on the computer).
3, Provide a consistent schedule and routine.
4. Post a classroom schedule and review it daily.
5. Provide consistent expectations and consequences.
6. Allow natural consequences to occur when appropriate.
7. Provide clear and concise directions. To ensure his understanding and to assist in maintaining his attention, have Garrett paraphrase the directions or ask a question.
8. During group presentations, have Garrett sit next to or in front of teacher.
9. When during independent work, have Garrett sit in a spot with minimal distractions.
10. Provide reinforcement for acting in a responsible way.
11. Reduce the opportunity to act impulsively by limit decision making. Increase opportunities as he becomes more successful.
12. Provide clear, simply stated explanations, instructions and direction so he knows exactly what he's doing right or wrong and what is expected.
13. Privately discuss what he did wrong and possible alternatives.
14. Teach decision-making steps.
15. Modify instructions/assignments to better suit Garrett's learning style to help him work more independently. Activities/directions could be broken down into smaller steps.

The goal is to have Garrett attend to instruction and work independently for longer periods of time. He should also independently comply with group or individual directions. Is this not a great IEP or what? But when you get right down to it, it's a list we can work with too. It's good parenting, through and through.