Children Who Get In Trouble For The Same Thing Repeatedly

Inconsequent Behaviour

Children who repeatedly get into trouble for the same or similar behaviours are a great strain on their teachers and parents. They leave the adults responsible for their care confused, possibly angry and most certainly with a feeling that they lack the skills to cope. Some people may advocate comprehensive and instant punishment for these children; you have tried it and still nothing much changed.  Two questions must surely come to mind. Why? What can I do about it? 

Children will engage in repeated inappropriate behaviours for a variety of reasons.  Some may be seeking attention; if they find a naughty behaviour gains attention, not surprisingly they will use it over and over. For other children there may be an unintended pay off, for instance, they are told the next time they exhibit a certain behaviour, their parents will have to come into school.  The child may believe that, as their parents are separated, getting them together is a good thing; threrefore the behaviour will be repeated.  The purpose of this paper is to focus on children who have a social comprehension difficulty.  A social comprehension difficulty describes a specific difficulty that may be likened to any other specific difficulty.  It could be riding a bike, dancing (me), dyslexia and so on. 

A very convenient way of analyzing behaviour is to view it using ABC analysis.

A = Antecedent (that which comes first, the trigger) 
B = Behaviour (what happens as a result of the antecedent) 
C = Consequence (much more than a sanction, it also includes the effect on others) 
An every day situation may be: Gill looks strangely at John when he can’t read a word.  John hits Gill.  The teacher keeps John in at playtime.  The other children get scared of John.  Gill really doesn’t like John and so on.  The consequences are huge. 

The first question to address is why does the adult impose a sanction, what are the assumptions behind it?  The first assumption is that the adult does not really want this type of relationship with the child; they would rather be praising, but needs must, so a punishment is imposed.  The second assumption is that the next time John feels provoked he will think 'the last time I hit someone I got kept in at break and I didn’t like that'.   This is where the adult could be wrong.

Let’s assume that the child has a specific social comprehension difficulty, in other words the process of learning via reward and punishment and the associated feed back via thought isn’t working too well.  Just as a child with dyslexia can’t process written text too well, and the bad dancer can’t process music to movement efficiently. If this were true what would happen?  Presumably the child would be getting into trouble over and over again for the same type of naughty behaviour. One way to prove that this is the case would be to teach the child very actively about the behaviour consequence cycle; just as we provide dyslexic students with multi-sensory teaching, and the poor cyclist with extra support and time to learn these skills, we must give those with reduced social comprehention a suitable intervention.  

What to do

If you have highlighted the reason for the childs' behaviour, then an intervention called 'choice points' is very effective.  It is probably best delivered as part of a general social skills development programme that is specifically tailored to the children in the group.  However, it can produce results if delivered three times per week. Each session takes around ten minutes.   

The first step is to tell the child why you are doing this; you are not doing it so that you can punish them. You want to help them because you think they are getting into trouble not because they are naughty, but because they don’t understand.  The child will probably be rather lacking in trust, so it may be best to use imaginary incidents at first.  As the child gains confidence in you s/he will be willing to be forthcoming about real incidents. 

Ask the child “What happened?”  You will probably get an answer that puts no blame on them, such as, “Jimmy hit me”.   Get a piece of paper and write this in the middle of the page and draw a circle around it.

Then ask, “What happened before that?”  Repeat what you did above, write it to the left of the previous comment and circle it.

Continue asking, “What happened before that?”  Until you are satisfied that you have a reasonable account of the beginning of the incident.

Read how the incident began from the page to the child.  For instance, “Paul and Jimmy had an argument.  I walked into the classroom.   Paul told me that Jimmy had said rude things about my Mum.  I swore at Jimmy.  Jimmy hit me.”  Then ask, “What happened next?”  Continue as before but this time working your way to the right until you have a reasonable account of the whole incident.  Read back the whole incident to the child.  At this point they often want to add something.  If they do, add it and then read the whole incident back again.  If the child agrees with the map of the incident draw in some arrows so that the flow of the incident is clear and graphical.

Put the map in front of the child and ask if s/he can spot where they had a choice.  At first they may find this difficult, and you will probably have to help them.  After a while they will become very adept at it.  Mark in the choices on the map.

Once the child has identified all the choice points ask, “What were the choices here?”, pointing to one of the choice points, and write them in. If this is a social comprehension difficulty, then it is highly likely that they will have very few options to tell you.  Teach the child about some that they had missed out.  Four or five for each choice point is enough.

For each choice point you have four or five possible ways of responding (options).  For each option ask the child, “What would happen if you chose that one?”  Write in their response.  If they don’t know, or come up with something very unlikely, help and teach them. Do this for every option.

Now you have a complex map of the incident.  It contains a clear graphical map of the incident with the points at which the child had choices, and the choices that were available.  Attached to each choice is a prediction of the likely consequence for the child for each option.  For each choice point ask the child, “Which option would be best for you?” 

Give the child the map to look at. Do this every time the child is involved in an incident. 

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Children Who Find Writing Difficult

Alternative Methods of Recording

Writing is important up to a point as an adult.  The average psychologist, for instance, writes reports all the time.  Or do they?  Sure enough some EP’s do actually handwrite their reports, prior to having them typed, but most use alternative methods, such as word processing or taping for a secretary to type.  Is this any different to the occupational experience of many in the working population?  However, for a child at school writing is a very important skill.  Why?  The answer is simplicity; it requires little teacher thought or preparation; the materials are cheap and readily available and the finished product is easily portable. Writing leaves a trace, which shows the child, has processed the information, yet handwriting is only one method of leaving a trace and demonstrating that information has been processed.  For a child who is experiencing difficulty with hand writing, persisting with that as the sole medium is not a particularly productive nor thoughtful approach to educating that child.  Similarly if the child is physically capable of writing, then it is important to develop that skill but in a way that will not leave the child with low self esteem.  

When investigating an alternative method of recording, it is crucial that the child is offered a range of choices and is then allowed to experiment with each approach.  Recording, for instance, is something that requires a clear mind, and the skills of prior reflection and planning.  Typing on a computer or portable word processor has the advantage of leaving a visible trace, which is available for instant review, however it can be vastly slower.  Speech to text software has the speed of speech, and the advantage of leaving an instant trace for review.  It does, however, require the use of a reasonably up to date PC.  The use of a scribe is a very expensive method, but has advantages with respect to chivvying the child along, and offering help at crucial moments.  

It may be that the child needs to use a mix off approaches.  For example, if the child is ok at writing factual information, then the use of a laptop may be the right approach for this type of lesson.  For creative writing they may need a scribe because they lack confidence, or they find concentrating on the creative process takes all the cognitive resources they have, thus makeing handwriting much more of a problem for them.  For note taking, they may hand write, but use mind mapping rather than writing things in long hand.  Copying from the board is not wise, but if the child were to process the information and reduce it to a mind map, then they would probably get more out of the lesson than the children who simply copied off the board.  Come to think of it why don’t all the children use mind mapping?  They would then all be actively processing and learning.

A particularly cost efficient and learning efficient method is to use discussion groups with a scribe.  The children discuss the information they are required to process and learn and come to some joint conclusions which are written by a scribe; often a child who is good at writing. 

Of course we need the child to develop their handwriting skills as far as is comfortable for them.  A useful approach is to present the child with an acknowledgement that they have found handwriting very difficult and offer them alternatives.  Explain that they are free to find the best recording and processing method for them, then explain that it is still very important that they practice their handwriting.  Ask if they will commit to 10 minutes practice per day; this doesn’t have to be in one lump, they can do it in a number of small sessions whenever they have a free moment, or they can request some time out to do it.  They will be in control.  A teacher or parent should of course monitor this and reward with much praise.  What tends to happen is that the child will respond and will quickly work up to the limit of their endurance.  If the child does not practice of their own volition, reduce the daily commitment to something they will do and then build up to 10 minutes via a reward and praise system.  

If you encounter difficulty in persuading your childs' school to adopt this approach, it may be useful to seek advice from an educational psychologist.  It would be a very simple matter to set some tasks via e-mail and have the results faxed or sent to the psychologist for analysis.  A recommendation from an educational psychologist may have a beneficial effect on the situation.

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Autism Checklist

The diagnosis of Autism is a very skilled task, which should be undertaken with the utmost sensitivity.  Please remember it is very easy to go down the wrong path with home-based diagnosis. As with the other checklists provided on this site, use the list to see if the child 'fits'; if they don’t then the difficulty probably isn’t Autism.  It is crucial that you bear in mind that Autism is a spectrum disorder, meaning that it is a very, very broad church. The diagnosis encompasses a huge array of difference between individual cases. The behaviours listed would normally be expected to be present across social contexts, and thus be present in contexts where they are quite inappropriate, taking into account the age of the child.  If the following checklist seems to provide a good 'fit', then it would probably be wise to seek a referral to specialist, who can clarify the situation and provide a professional diagnosis.

It is crucial that the difference between a diagnosis, which is very broad, and a successful teaching approach, which is very specific and individual, is appreciated.  Diagnosis does help in so far as we know from previous experience that certain general approaches to children with Autism are very effective.  However, as every child with Autism is different, they will need the way they are taught adjusted to suit them.  This can only be achieved by thoughtful and reflective teaching.  The role of the psychologist is to promote that process and bring into the loop an array of ideas and strategies to help enhance learning opportunities.  

Autism check-list

• Has little interest in mixing or playing with other children.
• Leaves you confused because they laugh at inappropriate times, sometimes when people are hurt.
• Makes very little eye contact and when they do it is fleeting, often out of the corner of their eye.
• Likes predictability and routine and can become distressed if this does not occur.
• Would be described as having no fear of danger.
• Games may appear odd, choosing to play with unusual items such as vacuum cleaners.
• Does not seek attention when obviously in pain and may therefore be described as insensitive to pain.
• Repeats phrases that they have heard, often in a completely wrong and inappropriate context.  They may repeat rude phrases.
• Would be described as liking their own company.
• Cuddles are not sought or wanted.
• May engage in the spinning of objects or be fascinated by patterns of moving light.
• Appears not to listen and respond to the verbal world.
• May attach to very unusual objects, or be over attached to items such as cars or Thomas the Tank Engine.
• Has great difficulty in expressing their wants and needs.  Will probably be highly reliant upon gesture and puling adults to what they want.
• Physical activity may be much more pronounced than other children of the same age, or much less active.
• The child may enter into a tantrum without there being a discernable cue or trigger; the tantrums seem to come out of the blue.
• Will respond to teaching that is highly adjusted to suit children with Autistic Spectrum Disorders.
• There may be an uneven development of large and fine motor skill development.  For instance, the child may be able to thread beads with great skill, but find riding a tricycle or bike very difficult.

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Assessment Of Dyslexia

Assessment for Dyslexia (An EP gives his opinion)

Definition

Dyslexia occurs when there is a significant disparity between a student's overall underlying verbal/cognitive ability and his/her literacy skills, despite considerable appropriate teaching.

I have met many bright students who have not been able to develop appropriate literacy skills despite of a tremendous struggle on the part of students, parents and teachers.  ( I have equally met many less able students whose skills were equally poor, but in reality they were "maximizing their potential" and were to be congratulated on such achievement.)

Literacy Assessment

While "dyslexia" is a useful shorthand term,  I find the phrase "specific literacy difficulties" more helpful, as it instantly flags up a more precise description by acknowledging the possibility of more than one area of weakness.

Most bright dyslexics can manage a survival level ofreading (Basic Reading), but their understanding of what they have read (Reading Comprehension), their ability to spell, and their skills of written presentation are often woefully below their intellectual capacity.  Consequently, any assessment of a literacy difficulty should consider all three areas mentioned above.  This is done by using a single word reading test, as is required by examination boards.

Psychometric Assessment

In the same way that I consider "dyslexia" to be a non-specific umbrella term, I find the use of unqualified intelligence quotient figures (IQs) to be equally unhelpful.  IQ figures are gained by averaging out scores relating to levels of underlying abilities.  In the Wechsler Intelligence Scale for Children III (WISC III), 11 subtests are administered. The subtests are divided into Verbal and Non-Verbal (or Performance). Five or six test scores can then be averaged out to give both a verbal and a non verbal IQ.  In turn,  these two figures can be combined to provide a full scale, overall IQ.  When the variance between scores is small, I believe this procedure has some use.  However, when there are considerable highs and extreme lows; 'a spiky profilr' (as there often are with a bright dyslexic student), any averaging out discards information and can give a false picture. Imagine if a student's left leg was one inch shorter than the norm, while his right one was an inch too long, then on average both his legs would be fine, however he would have a bad limp!

'Intelligent'  Assessment

It is far more useful, when variance in scores is high, to consider the pattern of strengths and weakness.  At the most crude level, verbal abilities can be compared with non verbal abilities. Good verbal abilities with poor performance skills may suggest dyspraxia, and further assessment from an Occupational Therapist may be appropriate.  Poor verbal abilities with good performance skills may point towards hearing and or speech problems, thus Speech and Language Therapy assessment and intervention may be of use.

More specifically, I have seen patterns that suggest deficiencies in some areas that I believe to underpin the reading process. Patterns of strengths and weaknesses begin to suggest approaches to improving literacy skills that can then be geared to developing truly individual education programs.  Strategies that harness the identified strengths can be encouraged, whilst avoiding directions which would require a deficient skill.  Programmes which improve underlying weaknesses through games and daily activities may be formulated; however it must be remembered that the student will find this difficult, especially as they become older.

Usefulness of Assessment (1)

My number one aim in helping the dyslexic student is to improve self esteem by showing them that they is not 'thick and stupid'; as they have often been told. With the bright student, I involve them in the scoring up of the subtests; we convert his actual 'raw score' to 'test age' equivalence. This means showing a 12 year boy who has a spelling age of 8 years (which he already knew) that his powers of cognitive reasoning are above the range of my materials; more than 16 years 10 months.  The 'in student' effect is often dramatic in relation to the extent that his self esteem and self confidence instantly increase.

I have also seen a father view his son in a new light. The father was convinced that the boy was an idle good-for-nothing teenager in relation to not doing his written work-sheet bound homework.  Hewas amazed to see the boys' level of comprehension, when the questions were read to him, move from 2 years below his chronological age to 1 year above! The dyslexic student and I then agree that they have a problem with literacy that needs to be dealt with, however we put it in the perspective, for example, the above student is likely to be, verbally, one of the brightest boys in the school.  We talk about the specificity of his problem and compare this with others who are tone deaf, or colour blind and conclude that once he has his master's degree, a secretary will deal with the literacy required to implement his board level decisions!

Usefulness of Assessment (2)

However at a more prosaic level, the student's school is informed of his pattern of abilities and reminded of its duty of care to meet their needs.  While I expect a more able student to be reading far ahead of his chronological age, this is seldom the view of the Local Education Authority, who usually measure any deficit against the norm.  If the need is very significant, a Statement of Special Needs may be forthcoming.  More realistically, examination boards accept that a student who has been officially recognised as dyslexic by an educational psychologist should not be unfairly disadvantaged, and in some circumstances they may allow extra time, use of a laptop computer, and in the most extreme situations, an amanuensis (an adult reader of questions and writer of answers).

These thoughts are mine.
They are not paraphrased from elsewhere.
They are not representative of any organisation.
They reflect my experience of31 years in education including,  the last 18 years of practising as an educational psychologist.

Ged Balmer
Chartered Educational Psychologist
Cert. Ed., BSc.(Hons), MSc.,
C. Psychol., AFBPsS.
British Psychological Society No: 34097

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Adult Assessment For Dyslexia

Many adults come to this site in a very unsure fashion.  They may have realised that one of their children has specific difficulties, and have begun to see their own difficulties in a new light.  Often the adults who contacts us are under the impression that they are breaking new ground; they ask is it possible to assess adults for Dyslexia (SpLd).  The answer is 'yes' -  it is very common and usually very effective in terms of outcome.  In fact, thousands of adults are assessed each year by Educational Psychologists in the UK.

With adults, I include anyone beyond the age of statutory education (16 years); there are many routes by which they can be assessed.  Colleges and Universities should have a list of EP's, and there is likely to be a system whereby the student can have the fee paid, or receive a heavily subsidised diagnostic assessment with an EP. This is particularly true in Higher Education.

Often a person will have been highly successful, but just feels that their learning is impeded.  An assessment will often shed light as to why the client feels that way, and offer ways around the highly subtle SpLd; leaving the client to go on and achieve to their fullest potential. Planning difficulties often surface, as do complex language processing difficulties, along with a whole host of other subtle SpLd's that interfere with seamless learning and cause underachievement.  With the extensive array of teaching and technological solutions available today, an EP familiar with adult assessment can usually put together a complex solution that leads to the client going forward and learning in an unimpeded way, perhaps for the first time in their life.  Underachievement and the consequent emotional effects on self esteem are slowly left behind.

If you would like to arrange for an assessment of an adult contact The Dyslexia Centre

See also: DSA assessment for those in adult education

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Adhd Checklist

If you decide to use the checklist below, ensure to see if it appears to 'fit' the child.  Remember, you are not making a diagnosis, but simply trying to determine if it would be useful to refer the child onto professionals who are in a position to diagnose and prescribe medication if that is the approach you wish to take.  In many respects, seeking a diagnosis of ADHD and then opting out of the medication route is counter-intuitive. It is a medical condition with a medical diagnosis.  From an educators point of view, the behaviours would be identified, prioritised and targeted intervention would occur, for example, by developing a programme to develop on task behavior, or by rewarding an alternative behavior to wandering (time in seat).  The medical route is very quick and relatively inexpensive.  An educational approach would depend upon staff having skills, knowledge, and the time to put them into practice; this is a more expensive option, and probably has a lower success rate.

If you would rather try a conservative approach, without the use of medication, there is a package available via this site. If you wish to treat ADHD without medication, it is important that you seek advice from a psychologist.

ADHD Checklist

The child is much less likely than the other children in class to pay attention to school work, and makes seemingly inexplicable mistakes.

The young person appears to have substantially more difficulty sustaining concentration when engaged in practical or play activities.

The child is described as failing to listen, even when spoken to directly.

When the child is given a task which they are motivated to engage with, they do not complete it.

The child does not seem able to get hold of themselves and the set task sufficiently to be able to organize their thoughts and plan a reasonable plan of action, yet they do understand what is expected of them when questioned about the task.

The young person will actively avoid, and clearly dislikes, tasks and activities that demand sustained concentration and thought.

Teachers and parents complain that the child always manages to lose things. This becomes particularly apparent with respect to school essentials like pens, pencils etc. but they will also be mislaying items precious to them such as toys.

The child is easily distracted; when observed, they appear to turn toward movement and noise.  The child appears to be over alert.

Routine tasks are often forgotten, leading to frustration in those who have to manage the child, who may complain of the child deliberately avoiding routine tasks.

When observed, the child appears much more restless than peers.  For instance, when on the carpet they may squirm from one side of the carpet to the other, seemingly oblivious to what they are doing.

There is a very clear pattern of wandering around the classroom when the task demands the children are seated. They appear to be on the look out for any reason to leave their seat.

The child will take any opportunity to engage in running around or climbing; this is particularly noticeable when it is an inappropriate activity and other children in the class are not engaging in these activities.

Quiet play is not something you would associate with the child.

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