Intervention in School and Clinic

It is “Back to School Night” at a large elementary school serving an ethnically, linguistically, and economically diverse suburban community. There is a large turnout, and parents seem to have enjoyed themselves. There is a loud hum as they exchange information among themselves and talk excitedly to teachers. After all of the parents have left, the teachers linger to discuss the success of the evening. In the course of the conversation, a special education teacher of a mixed-age K-3 classroom seems to become less excited. Finally she confides her disappointment to a fellow teacher, “Not one of the parents of my second-language kids came tonight. I just don't understand how to get them to come in. I hope it's not like last year—I never even met some of my parents.”

Terry is a 10-year-old student of average intelligence with attention-deficit/hyperactivity disorder (ADHD). He was recently diagnosed as ADHD by his pediatrician because of his excessive activity, impulsivity, and attention problems. Like most students with ADHD, Terry is in a general education class and is not receiving any special services. Terry's teacher, Mrs. Smith, has noticed that in addition to his activity, impulsivity, and attention problems, Terry never seems to have his pencil, paper, or books. Her drawer of extra pencils and paper has been depleted and she has given him two copies of every book. Mrs. Smith has also observed that he often does not turn in his homework. Terry does well on yearly achievement tests, but, because he is not turning in his daily homework assignments, he will fail in many subjects. In a recent parent-teacher conference, his mother indicated that Terry usually does do his homework at home because she checks it when he's done. However, when Mrs. Smith asked Terry's mother how he was progressing on a book report that was due the next day, his mother replied, “What book report?”

But it was different in Mr. Patterson's room. Jessica would only be on the third or fourth problem when first Clifton, then Gloria, and then two or three other students would call out, “Finished!” or, “I'm all done, Mr. Patterson.” That's when Jessica would usually stop working; she still had so many more problems left.

“Jessica's always quiet and well behaved. She doesn't cause any trouble.” Fourth-grade teacher Mr. Patterson was talking with Ms. Marino, the special educator who works with Jessica. “She just never finishes her seatwork.”

Ms. Marino was disappointed. For several weeks now she and Jessica had been working in the resource room on just that problem. Each day Ms. Marino would give Jessica several opportunities to see how many worksheet problems she could complete in 1 minute. Jessica would try to beat her score each time, and she and Ms. Marino marked each day's best total on a colorful chart. It was fun, and Jessica was learning to be a good worker in the resource room. She'd start her seatwork assignments immediately and keep working until she completed all the problems or items. Ms. Marino made a point of stopping at Jessica's desk from time to time to tell Jessica what a good worker she was.

I lay it down as an educational axiom that in teaching you will come to grief as soon as you forget that your pupils have bodies.

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.-PLA&MEC

Book Notes presents information regarding a variety of media that relate to teaching special needs chil dren and that may be of interest to teachers, parents, administrators, and university faculty, In this issue, I have reviewed books on cognitive approaches, cultural diversity and social skills, and problem students as well as a directory of services for learning disabilities. Items reviewed are available through the publish- ers. Beginning with the September 1997 issue, Christine Ormsbee will assume the role of Book Notes editor. If you have any suggestions for this column, please send the informa tion, advertisement, or media to Dr Christine Ormsbee, Department of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73091-MBG