Ah, the end of the school year! That happy day when all the action comes to an end, when finals are taken, grades submitted and hopefully the new knowledge is banked and generating a little interest. Or not. I titled this post "the ugly wire" because with the ending of any semester many kids, whether or not they have disabilities are faced with the following choices:
1) Recognize that the time has come to perform at least some of the unpleasant tasks one has been successfully avoiding up until now.
2) Study for exams.
3) Recognize that the failure to perform the either of the above will likely result in parental disappointment, emotional discomfort and possibly loss of privileges such as video game time.
The end of the school year further compounds the ugliness because of the messy problems of credits and state standards, and the very real possibility of having to repeat a course which was difficult the first time through. While many kids find themselves in this corner, I think the kids I work with have a particularly agonizing week because there is so much stress and anxiety in having to face and make these decisions. There is also the sense of panic for parents of graduating seniors, especially those whose children have rejected special ed support throughout high school and are now taking diplomas, which effectively ends their eligibility for transition programs.
There are various reactions to the wire, and I would like to explore a couple of these. First is the classic exploration of moving the wire, pushing it out a little further in hopes that another weekend, a couple of days, a few more hours might be just what enough time to make up for six weeks of not turning in any homework. This is when teachers must just say "No."
Another is to turn in shoddy or hastily completed work in hopes the teacher will not notice somehow. Also generally not successful.
Another strategy I observed last week in many kids was the idea that a firmly held belief in one's abilities, absent any actual preparation, would be enough to pull one through a semester final exam. I find this most curious. Many teachers allow, actually encourage students to make note sheets or note cards which they are allowed to bring into exams as long as they conform to the teachers' predetermined parameters. For example a math or science teacher might allow formulas and algebraic examples, definitions etc. written on a 4x6 notecard. Kid after kid I work with failed to come in with one of these sheets. They would say "I know it all." Even when they were given specific instructions to make a sheet, or examples to copy they refused. Knowing that not having a sheet in would likely result in failure still was not enough motivation to actually do this work. It was only when I refused to even give an exam paper to several of these kids without seeing a note sheet that any of them complied, dragging a blank piece of paper out and groaning "What should I put on it?"
After taking the tests several kids were able to acknowledge that it had been helpful to have the notesheet. So they could see that. But why not choose to invest any time up front? I don't think it is coincidence, this was too many really pretty low performing kids. Maybe they were just checked out, resigned to get whatever they got. They just didn't want to risk putting effort out and then failing. Better to fail with no effort. Is there any way to alter this mindset?
One more ugly story. On the theory that experiencing some bullying in high school helps prepare you for the real world (and I am incredibly flattered that JER commented on my last post) another kid got a big dose of preparation on the last day of school. We are always on a sort of high security alert in the last week of school, trying to head off any sort of senior prank. There was a wave of school destruction a few years ago, so this isn't just paranoia. This year there was an incident on Monday of our final week which ended with the arrest of a senior, he is being charged with two felonies related to his brandishing a fake but realistic pistol at another kid. So all week there were extra police officers in the halls in addition to our usual security team and teachers posted in hallways for finals. Daniel, a sophmore on the spectrum, was in the common area waiting to take his English final. Another sophmore began verbally harrassing him. Apparently this other kid has been pulling this kind of stunt for a couple of years but we didn't know anything about it. Anyway Daniel rose to the bait and got angry. His verbal processing failed him and he lashed out, shoving this other kid. This has happened before, in our room. Daniel has a short fuse sometimes and he has hit other kids. He has been told many times that this is not acceptable behavior in high school, and would eventually get him into trouble. Well trouble happened this time. Since he was in the commons a police officer saw the whole thing, including the harrassment. As soon an Daniel shoved this kid she, the officer, grabbed his sweatshirt at the back of his neck. He was so shocked he didn't know what to do. The officer couldn't "read" his reaction because reacting properly IS the disability. Since she had no idea what he might do she handcuffed him and brought him and the other kid to the office. Daniel went home sobbing and had to come in Monday and finish his two finals. I have no idea what happened to the other kid, but I have never seen my boss so angry. We were all very upset, but had to continue with our day in order to help everyone else finish up. I was really upset until I ran into Daniel the next day at a graduation party for a mutual friend. he gave me a big hug and a smile and seemed fine, really fine. Maybe it really did help. I hope so.
Showing posts with label autism. Show all posts
Showing posts with label autism. Show all posts
Thursday, June 11, 2009
Sunday, May 10, 2009
Brain work
I've been doing a lot of processing these last two weeks. I had two courses to finish up, which meant a lot of squeezing together material and ideas from the last few months and attempting to force out some insight. Then last weekend I attended the Autism MN conference and heard several speakers, did a lot of networking and thought a lot more. I will be job hunting all summer, hoping to be hired on a provisional license next fall. This cannot happen unless a district knows about me and wants to hire me, and cannot find a licensed person for that job. So this will take some work and I probably won't know a thing until September. Or perhaps later.
At the conference I found myself still thinking about the video game addiction problem. I would really like to present on this, maybe even next year. Two of the presentations I attended were focused on what happens (and doesn't happen) once Aspies leave school. Achieving success depends on how you define it, but it is clearly difficult to find employment in this day and age which does not involve at least some interaction with other people. In other words, unless the young adult wants to never leave the safety of the parental home, he will have to have his disability front and center where he must face it and deal with it and probably be anxious, daily. To say this is not simple is to state the obvious, but really, how many NT's would choose to face their most anxiety triggers every day? Not too many. No wonder people on the spectrum would rather play videogames (or whatever they use to relieve stress) all day long. How can school do a better job of preparing them for life? We could hardly do worse. No, that's not fair, really. Most of the kids I work with would like to, and need to, attend some kind of post-secondary educational program, and the school skills we work on absolutely help prepare them for that portion of their lives. But the emphasis, the balance is all out of whack. Every year we get better at balance, but there is far to go.
Another speaker I heard runs a lifelong care facility in California for people on the spectrum. She could have spoken all day but the core of what she was talking was the importance of preparing people to live independently, to not have to face radical change for the first time when their parents pass away. She is a neurobiologist by training, my notes are about what she called executive brain function, the kinds of things people on the spectrum struggle with. Iwant to post my notes with a couple of caveats: 1. These are MY notes, reflecting My understanding of what she spoke about, which may be imperfect. 2. Nobody (I hope) struggles with ALL of these, but they are common threads. OK?
(from Nancy Perry, PhD)
Initiation- the ability to get started
They are “on hold” waiting for cues. Not aware that their ability to direct themselves is impaired compared to others. Families do not recognize the cues they have been giving. What was the last cue?
Planning, Sequencing, Organizing- the brain, NOT the personality, is disorganized.
Problems sequencing the steps to a plan. They can see the goal, or the steps. Picturing the messy room, knows what needs to be done, doesn’t realize that he’s making a list.
Abstract reasoning- as opposed to concrete
Can take in abstractions but cannot initiate. Verbal presentation looks normal, often.
Mental Flexibility and response to novelty
Attention shifting. Some can do it, enough to drive, for example. Most can’t, and driving leads to trouble. Think of a spectrum of rigid to impulsive. They are at the ends of this spectrum.
Attention and Concentration
Attention deficits can seem like brain injuries, can look like personality problems, eg: getting distracted in the middle of a conversation by something unrelated.
Working Memory
Immediate use, storage and retrieval of present. Difficulty sorting information into categories of what you will need soon/later/not at all. Impaired ability to control one’s attention.
Regulation of emotions and emotions and behavior
Runaway anxiety, anger zero to 60 in seconds. Emotional behavior is perhaps the most culture based aspect of behavior. Control of behavior is related to moral judgments and self-monitoring.
Judgment and self monitoring
The pinnacle of human functioning. It is impossible to present as a normal adult if you are unable to self monitor behavior. Moral habits have to be inculcated as children because even when knowing all the “rules” when they want something they will break all the rules to get it.
At the conference I found myself still thinking about the video game addiction problem. I would really like to present on this, maybe even next year. Two of the presentations I attended were focused on what happens (and doesn't happen) once Aspies leave school. Achieving success depends on how you define it, but it is clearly difficult to find employment in this day and age which does not involve at least some interaction with other people. In other words, unless the young adult wants to never leave the safety of the parental home, he will have to have his disability front and center where he must face it and deal with it and probably be anxious, daily. To say this is not simple is to state the obvious, but really, how many NT's would choose to face their most anxiety triggers every day? Not too many. No wonder people on the spectrum would rather play videogames (or whatever they use to relieve stress) all day long. How can school do a better job of preparing them for life? We could hardly do worse. No, that's not fair, really. Most of the kids I work with would like to, and need to, attend some kind of post-secondary educational program, and the school skills we work on absolutely help prepare them for that portion of their lives. But the emphasis, the balance is all out of whack. Every year we get better at balance, but there is far to go.
Another speaker I heard runs a lifelong care facility in California for people on the spectrum. She could have spoken all day but the core of what she was talking was the importance of preparing people to live independently, to not have to face radical change for the first time when their parents pass away. She is a neurobiologist by training, my notes are about what she called executive brain function, the kinds of things people on the spectrum struggle with. Iwant to post my notes with a couple of caveats: 1. These are MY notes, reflecting My understanding of what she spoke about, which may be imperfect. 2. Nobody (I hope) struggles with ALL of these, but they are common threads. OK?
(from Nancy Perry, PhD)
Initiation- the ability to get started
They are “on hold” waiting for cues. Not aware that their ability to direct themselves is impaired compared to others. Families do not recognize the cues they have been giving. What was the last cue?
Planning, Sequencing, Organizing- the brain, NOT the personality, is disorganized.
Problems sequencing the steps to a plan. They can see the goal, or the steps. Picturing the messy room, knows what needs to be done, doesn’t realize that he’s making a list.
Abstract reasoning- as opposed to concrete
Can take in abstractions but cannot initiate. Verbal presentation looks normal, often.
Mental Flexibility and response to novelty
Attention shifting. Some can do it, enough to drive, for example. Most can’t, and driving leads to trouble. Think of a spectrum of rigid to impulsive. They are at the ends of this spectrum.
Attention and Concentration
Attention deficits can seem like brain injuries, can look like personality problems, eg: getting distracted in the middle of a conversation by something unrelated.
Working Memory
Immediate use, storage and retrieval of present. Difficulty sorting information into categories of what you will need soon/later/not at all. Impaired ability to control one’s attention.
Regulation of emotions and emotions and behavior
Runaway anxiety, anger zero to 60 in seconds. Emotional behavior is perhaps the most culture based aspect of behavior. Control of behavior is related to moral judgments and self-monitoring.
Judgment and self monitoring
The pinnacle of human functioning. It is impossible to present as a normal adult if you are unable to self monitor behavior. Moral habits have to be inculcated as children because even when knowing all the “rules” when they want something they will break all the rules to get it.
Wednesday, April 8, 2009
Video game addiction
No real names here. Everyone is 16, 17, 18 years old (except me,older, much)
1. Jason just got his video game privileges back after losing them for the better part of last year. He could barely function at all when he couldn't play. Now he can play on weekends, and ostensibly not during the week. But often during class I see him playing on his iTouch, some simple game. We just went through a period of time when one of the school counselors allowed him to play at school, during lunch (this may still be happening) and then during his study hour, which absolutely cannot happen.
2. Elliot plays late into the night sometimes, cannot stop, cannot turn it off. The next day he has a hangover, and sleeps, unwakeable throughout the school day. You might think that is impossible, but he is a big guy, and when he crashes he is o.u.t. He doesn't do this often, mabe two or three times a month? except for the one or two months when it is more or less every day.
3. Trent is careful to hide his gaming from his family. He has a DS in his pocket. He also hides his manga addiction. I have no idea what else he hides. He barely communicates in words, but can spend hours listening to music while keying stories into a laptop, never? rarely to be shared with anyone.
4. Steven's parents are divorced. He is allowed unrestricted game time at his father's house. He plays all the time. Constantly. Has virtually no other interests. Does almost no academic work. He claims the video games are the only outlet for his anxiety. He also has access to the counselor's game console at school.
5. Patrick doesn't play at school ever. But at home he will become angry and melt down if not allowed considerable game time. Every Day.
For us, the team of people who work with these kids every day it is unrealistic to think we can ignore or change this behavior. I think we need to bring it out and talk about addiction, what it is and how it can control you. Can we make this less like alcohol and more like coffee? Right now this need rules their lives. They cannot take the risk to acknowledge how difficult school is, and how far behind they are because they cannot risk losing these privileges. The need to know when they can play next simply outweighs all other needs.
All this needs more processing. I'm just starting. Maybe it can work into research, or some kind of presentation.
1. Jason just got his video game privileges back after losing them for the better part of last year. He could barely function at all when he couldn't play. Now he can play on weekends, and ostensibly not during the week. But often during class I see him playing on his iTouch, some simple game. We just went through a period of time when one of the school counselors allowed him to play at school, during lunch (this may still be happening) and then during his study hour, which absolutely cannot happen.
2. Elliot plays late into the night sometimes, cannot stop, cannot turn it off. The next day he has a hangover, and sleeps, unwakeable throughout the school day. You might think that is impossible, but he is a big guy, and when he crashes he is o.u.t. He doesn't do this often, mabe two or three times a month? except for the one or two months when it is more or less every day.
3. Trent is careful to hide his gaming from his family. He has a DS in his pocket. He also hides his manga addiction. I have no idea what else he hides. He barely communicates in words, but can spend hours listening to music while keying stories into a laptop, never? rarely to be shared with anyone.
4. Steven's parents are divorced. He is allowed unrestricted game time at his father's house. He plays all the time. Constantly. Has virtually no other interests. Does almost no academic work. He claims the video games are the only outlet for his anxiety. He also has access to the counselor's game console at school.
5. Patrick doesn't play at school ever. But at home he will become angry and melt down if not allowed considerable game time. Every Day.
For us, the team of people who work with these kids every day it is unrealistic to think we can ignore or change this behavior. I think we need to bring it out and talk about addiction, what it is and how it can control you. Can we make this less like alcohol and more like coffee? Right now this need rules their lives. They cannot take the risk to acknowledge how difficult school is, and how far behind they are because they cannot risk losing these privileges. The need to know when they can play next simply outweighs all other needs.
All this needs more processing. I'm just starting. Maybe it can work into research, or some kind of presentation.
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