Case Book Two

Mr. Truk is meeting with the parents of Nick Hudson right before the start of class.

MR. TRUK: Thank you for coming in. I am so glad that you are going to take this opportunity to see Nick in the classroom. He so wants to be a great learner. In our last meeting we talked about how Nick does not consistently attend to the task, and often is bothering other students, and moving out of his work area. While he may be on his best behavior while you are here, I think you will still see some of the things we have discussed. In addition, I have prepared this simple checklist for you. Each time that you see one of these behaviors, put a check of a slash in the box next to that behavior. We also talked about the range of individual differences in children's behavior at this age. So, you have another column. Choose any other student, it can be one in Nick's group, or in another group, and keep track of those same behaviors in that child. Let's see what you come up with after 30 minutes. If you have any questions, just signal me. Nick knows you are coming in today, but he believes that you are helping me with a project, and he has been told not to bother you, or you won't be able to get your work done.

MR. HUDSON: We appreciate this opportunity. As I said earlier, I have seen a lot of these behaviors, but I really feel that they are things that normal growing boys do. My wife disagrees with me.

MRS. GARCIA-HUDSON: We do disagree on this. I see these behaviors at home all the time. I have been very concerned. As you know, this is not the first time that a teacher has brought these to our attention. This is the first time, though, that my husband has respected the teacher enough to listen!

MR. HUDSON: I listened before, but I just think it is developmental and a boy thing. His other teachers were female. I think a male teacher has a better perspective on being a boy!

MR. TRUK: I hope that after today we can talk again, and decide how best to proceed with helping Nick. I am not so concerned with what was. I am concerned with what is, and what will be. I do think that Nick is doing some things that are not just about being a boy. However, I want you to see for yourselves. When you choose another child to compare, you may want to consider looking at another boy in the classroom. I have to bring the children in now.

Mr. Truk brings the students in and has them meet in a big circle in the middle of the room. He spends a few minutes checking in with the students, making sure everyone is clear about the events of the day, and is feeling okay. He sends one student who complains of a headache to the school nurse, and then the students break into their work groups for the day and begin their tasks. As Mr. Truk walks around working with groups and talking with students, the Hudson's begin doing their checklists and watching their son and other children.

MRS. GARCIA-HUDSON: I think that maybe we should each move to opposite sides of the room and keep doing this, it will divert Nick's attention between us and he may focus better on the task. We will get a better observation.

MR. HUDSON: Mr. Truk didn't tell us to separate. He told Nick we were working on a project for him, how can we work on a project if we are separated? Think about it. I am watching that blonde boy over there for a comparison. Who are you watching?

MRS. GARCIA-HUDSON: Tony. Tony is Nick's best friend. If anyone is a good comparison, it is Tony.

MR. HUDSON: You can compare Tony's behavior at any time at home. The kid seems to live with us instead of at his house. Some days I see more of him than I do my own son! Pick someone else.

MRS. GARCIA-HUDSON: Okay, but then I have to cross out what I already have. I'll pick that boy over there on the blue carpet area who is sitting on the small bean bag chair. I don't know him, and that should be a good comparison.

MR. HUDSON: Okay. I already have eight times that Nick has left his area, and we have only been here for 15 minutes. I know he had to sharpen his pencil, but three times! He has asked the same questions of his peers now at least four times. Maybe we ought to have his hearing tested!

MRS. GARCIA-HUDSON: Shhhhh! Let me concentrate. We'll compare notes later, when we are done.

30 minutes later:

MR. HUDSON: Wow, that was a lot of work. I have really learned a lot by doing this. Let's compare our counts.

MRS. GARCIA-HUDSON: I learned a lot, also. I don't want to compare counts. I want to have Mr. Truk see our sheets, and I don't want us changing anything we noted. I am very concerned now. I really see the differences.

MR. HUDSON: Maybe it is because we are here, and the time of day. Maybe we should stay longer or come back later in the day. Maybe it would be different.

MRS. GARCIA-HUDSON: Stop it. What we are seeing is exactly what teachers have been telling us since kindergarten and you wouldn't listen. This is serious. Our child is not acting like the other children. I don't care who you pick out of the crowd to compare his to. I told you not to drink, smoke or do drugs before I got pregnant. Look at what happened. You wrecked our child's genes. We have to work with the school and get this child into special education services. He may need medications. This is all your fault. I am not having any other children with you!

MR. HUDSON: This is not the time or place for this discussion. Enough. Let's turn in our sheets and we can talk about this later. I have to get to work, as do you.

MR. TRUK: Well, time is up, with a few extra minutes tossed in for good measure. Sorry I am late, I was helping a work group. Please give me your sheets and I will compile the results.

MR. HUDSON: This has been most helpful. I really see what you are talking about. I think we are in agreement. Go ahead and start the paperwork for the evaluation for services. Our child should have a full evaluation! That will settle things once and for all!

MRS. GARCIA-HUDSON: Finally! Yes. Where do we sign the paperwork!

MR. TRUK: As I promised you, I have the form right here. Your signatures go right here. You have seen this form before, but I do encourage you to read it before you sign it.

MR. HUDSON: I have seen it. Here is my signature. I am late for work. I have to go.

MR. TRUK: Thank you. I really hope this has been helpful. We will talk again further. I will tell Nick that you were a great help to me. Please don't talk to him further about what we are doing or planning, as that will just put added stress on him. Would you like a teacher's note for being late for work?

MR. HUDSON: No, thanks! We will be in touch.

MRS. GARCIA-HUDSON: Thanks again. I will call you during your prep period later today.

Teacher Notes:

• All teachers have to be careful that they maintain the privacy of their students. Teachers should not talk to parents about other students, or reveal personal information about any students. Student work that has names on it should not be shared with others, and grades for work should never be posted or made available to others. Most teachers will make sure that no parental or other observer visits are made in the classroom unless all parents are notified that such visits may occur, and have the right to decline having their child in the classroom during a visit.
• Privacy and safety to students is a growing concern. To safeguard privacy, teachers should be especially aware not to use full names of students when addressing them in the presence of any visitors or guests to the classroom.
• Observation is a powerful tool. Many times it is easier to have a parent see a behavior, then to explain it. If parents/guardians can't take off of work to come in, or they have limited language skills that hinder communication, the use of videotaping of students is another mechanism to help communicate about types and frequencies of observable behaviors. However, prior to videotaping, teachers should make sure that they have signed releases to allow the taping, and then guard the privacy of the tape. For instance, the parents may then come in at a different time to view the tape, but the tape should not be sent home with a child for parents to view at home, etc.