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The teacher's form for Erik's assessment...

We just got back the forms from Erik's teacher for his assessment for behavioural issues. This was the teacher who said in his opinion (his expert medical opinion, NOT), we were barking up the wrong tree and Erik didn't have any kind of medical issue, like ADHD... He was actually very firm on this point, he felt Erik knew the rules and actively chose not to follow them, rather than Erik having impulse control issues.

Anyway, I asked him to fill the form in as honestly as possible and to saying whatever he believed on reflection to be true...

The first lot of questions I looked over made me laugh out loud... There were four questions about Erik's level of learning and his enjoyment in class, and the teacher had to reply:

  • 1 = much less (than peers)
  • 2 = somewhat less
  • 3 = slightly less
  • 4 = about average
  • 5 = slightly more
  • 6 = somewhat more
  • 7 = much more
Q1. How hard is he'she working : A = 2
Q2. How appropriate is he/she behaving : A = 1
Q3. How much is he/she learning : A = 4
Q4. How happy is he/she : A = 6

Rofl, so to summise, while Erik isn't working very hard, or behaving very well at school, he's still learning as much as the average child in the class, and is VERY happy, hahahaha!

Meanwhile, in another part of the form, where a number of behaviours are listed and then rate:

0 = Not true
1 = Somewhat or Sometimes true
2 = Very true or Often true

The behaviours for which the teacher rated 2 were:

Can't concentrate, can't pay attention for long
Can't sit still, restless, or hyperactive
Cruelty, bullying or meanness to others (wow, really?)
Demands a lot of attention
Disabedient at school
Disturbs other pupils
Breaks school rules
Impulsive or acts without thinking
Lying or cheating
Physically attacks people
Disrupts class discipline
Behaves irresponsibly (described as: stealing, hitting, lying]
Shows off or clowning
Explosive or unpredictable behaviour (on another part of the form he said Erik did not have temper outbursts, so I'm guessing that this refers more to the unpredictable behaviour bit)
Inattentive or easily distracted
Strange behaviour (described as: kissing girls)
Talks too much
Teases a lot

The behaviours rated 1 were:

Acts too young for his age
Hums or makes other odd noises in class
Argues a lot
Fails to finish things he starts
Can't get his mind off certain thoughs/obsessions (he failed to descibed what though)
Confused or seems to be in a fog
Daydreams or gets lost in his thought
Distroys this own things
Destroys property belonging to others
Difficulty following directions
Doesn't get along with other pupils
Easily jealous
Fears he might think or do something bad
Feels others are out to get him
Gets in many fights
Gets teased a lot
Hangs around with others who get in trouble
Bites fingernails
Nervous, highstrung, tense
Nervous movements or twitching (described as: during class discussion when lying)
Not liked by other pupils
Has difficulty learning
Talks out of turn
Picks nose, skins, other parts of body
Apathetic and unmotivated
Poor school work
Poorly co-ordinated or clumsy
Prefers being with younger children
Screams a lot
Secretive, keeps things to self
Messy work
Too shy or timid
Stares blankly
Strange ideas (failed to describe)
Stubborn, sullen or irretable
Sudden changes in moods or feelings
Underacheiving, not working up to potential
Temper tantrums or hot temper
Threatens people
Fails to carry out assigned tasks
Unusually loud
Is afraid of making mistakes

Behaviour rated 0:

There is very little he enjoys
Defiant, talks back to staff
Bragging, boasting
Clinging to adults or too dependent
Complains of loneliness
Cries a lot
Deliberately harms self or attempts suicide
Doesn't seem to feel guilty after misbehaving
Fears certain animals, places, or situations other than school
Fears going to school
Feels he has to be perfect
Feels or complains that no one loves him
Feels worthless or inferior
Gets hurt a lot, accident prone
Hears sounds or voices that aren't there
Would rather be alone than with others
Overconforms to rules
Too fearful or anxious
Feels dizzy or lightheaded
Feels too guilty
Overtired without good reason
Aches or pains
Nausea, feels sick
Eye problems
Rashes or other skin problems (He obviously hadn't noticed Erik has psoriasis)
Stomach aches
Vomiting, throwing up
Sleeps in class
Prefers being with older children or youths
Refuses to talk
Repeats certain acts over and over; compulsions
Sees things that aren't there
Self-conscious or easily embarrassed
Demands must be met immediately, easily frustrated
Speech problem
Feels hurt when criticized
Stores up too many things he doesn't need
Sulks a lot
Swearing or obscene language
Talks about killing self
Seems preoccupied with sex
Tardy to school or class
Smokes, chews or sniffs tobacco (yes, this is really on the list!)
Truancy or unexplained absence
Unhappy, sad or depressed
Uses alcohol or drugs for nonmedical purposes
Overly anxious to please
Dislikes school
Unclean personal appearance
Withdrawn, doesn't get involved with others

This guy was telling me on FRIDAY that Erik doesn't have ADD because he can sit still in class, and then he contradicts himself with this form, on this part of the form he says Erik sometimes speaks out of turn, but on another part of the test he says it's completely untrue that Erik interrupts or intrudes on others conversations...

Anyway, there are a number of things Dave and I will mark differently to him (oh and he claims to have known Erik for 3 months, at 30 hours a week, but he's only been his class teacher since the middle of July! That's not three months!

On the ADHD list, I'll compare his results to our, ours I'll put in parentheses():

  1. Fails to give close attention to details or makes careless mistakes in schoolwork - sometimes (often)
  2. Fidgets with hands and feet and squirms in seat - sometimes (very often)
  3. Has difficulty sustaning attention in tasks and play activities - often (very often)
  4. Leaves seat in classroom or in other situations in which remaining seated is expected - sometimes (very often)
  5. Does not seem to listen when spoken to directly - sometimes (very often)
  6. Runs about or climbs excessively in situations in which it is inappropriate - never or rarely (??? - VERY often)
  7. Does not follow through on instructions and fails to finish work - sometimes (often)
  8. Has difficulty playing or engaing in leisure activities quietly - often (very often)
  9. Is on the go or acts as if driven by a motor - sometimes (very often)
  10. Has difficulty organising tasks and activities - sometimes (very often)
  11. Avoids tasks (school work, homework) that require mental effort - sometimes (sometimes)
  12. Talks excessively - sometimes (very often)
  13. Loses things necessary for tasks and activities - never or rarely (very often)
  14. Blurts out answers before questions have been completed - never or rarely (often)
  15. Is easily distracted - often (very often)
  16. Has difficulty awaiting turn - sometimes - (very often)
  17. Is forgetful in daily activities - never or rarely (very often)
  18. Interrupts or intrudes on others - sometimes (very often)
I found it interesting that the things he claims never or rarely happening are the things we seems to find happen very often, like losing things, Erik loses stuff EVERY DAY at school, his jacket, his hat, his bag! But I guess the teacher never sees that. Come to think of it, I don't think there is much opportunity for Erik to lose anything in class, because he's not responsible for anything there!


loz said…
DO you think maybe being such a comprehensive list that the teacher got towards the end and just slotted in the numbers?

Hugs I know you already knew what questions needed to be answered but reading a few of those things about your own son must be difficult too. I hope this all helps and gives you and Dave some clarity and maybe answers about how to approach this behaviour :)
Juniper said…
Oh Sif! regardless of how confident you are as a parent, it is always hard to read stuff like that about our children. Huge hugs!

Will speak IRL tonight...
clelkaje said…
It is realy interesting how you and the teacher have totally opposing views on some of this stuff, like at the very end of you list just there...that would be worth exploring (assuming it is more than simply teacher not noticing, but that may be it?)
It does look like they are trying to do a comprehensive assessment, I hope it does help you sort out how to deal with some of Eric's behaviours.
Amanda O. said…
What odd results from the teacher... sometimes I wonder how much they can notice really and remember given the number of students in their classes. It's a lot just to be fully aware of one or two students and the in's and out's of their days, let alone twenty or thirty, especially if they're feeling a bit short on resources. I wonder if some of it mightn't also be influenced by the fact he believes it is an NOT ADD/processing/integrating/impulse control issue, even if only on a subconcious level? Wishing you lots of strength, it's not easy to confront things we might want to hear (to find out, to see if it's what we think it might be, to find a way to help etc) and don't want to hear because, well, it's your baby... no one wants to hear anything upsetting about them yk?

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