Interview with Ms. A

Q: What do you see as Lucas's strengths?
A: He is really good at adding numbers and he knows good basic strategies for how to solve a problem.  He is also very intuitive about other's feelings and is honest with me about his own which is helpful.  I always know how he is feeling.

Q: What are some things he struggles with?
A: He has difficulty listening to directions, taking any redirection, and trying something if he does not initially know how to do it.  He also struggles with his self-confidence and his ability to stay on task.

Q: What are some methods that you have found that help him concentrate and focus more in class?
A: I have yet to find anything extremely successful.  I have tried to give him a stress ball to relieve energy, I provide preferential seating and seat him in the front, I have tried isolating him and seating him with all higher students.   I have also tried the rewards system.  None of these have given me very consistent results; one day it works and the next it does not.  I am thinking, however, to next try motivating him with technology because he really loves playing games on his phone and IPad.  We'll see if that gives any better result.

Q: Has his father or grandma given any suggestions that have been of any help on how to handle Lucas in class?
A: Nope, all they have said is to try to remain as positive as I can because he has a hard home life that does not include very many positive role models.  His grandma, the main care giver, does not know what motivates him either.  He is really passionate about hockey and loves to play, however, even taking hockey away does not help.

Q: How did you go about learning about Lucas's oppositional behavior disorder?  Did you do any research of your own or did he come with information?
A: He came with information, all of which was included in his IEP that I received from his case manager.  I usually take the information I am given with a grain of salt and I come to class having read the IEP but make my own assessment on the first day/ week to see what things students really do need to be accommodated on.

Q: How do you modify lesson plans to meet his strengths and weaknesses?
A: These students are all a part of my black class and our goal is to get them to grade level, so I do not really change the lesson itself but rather slow it down so that they have more time to understand the content.  I do, however, do more of environmental changes like turning off the lights, altering the seating arrangement, and incorporating intervention stations which work on strengthening basic skills.