Academic Behavior, Organization, Motivation & Safety Issues NYC
Classroom Behavior, Focus & Attention Problems
Children with Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Asperger’s Syndrome and/or other disruptive or negative classroom behaviors show difficulty with appropriate classroom behavior, such as waiting his/her turn, raising his/her hand for attention, following directions, staying on task, and playing safely with peers. Such behaviors can interfere with the child’s learning and the learning of his/her peers. Effective interventions include daily report cards and social skills training whereby children earn points and rewards for positive behaviors in the classroom, at home, and with peers. The best intervention at school is a DRC.
Executive Skills: Organization, Time Management & Study Skills
As children progress through school the work demands increase, which can strain the child’s underlying cognitive and executive functioning skill set. Children who are very smart will do well academically until their poor study habits no longer suffice. Outside help in the form of organizational (school desk, backpack, homework area), time management (schedules, assignments), and study skills (note taking, test preparation) can make a huge difference and give children the tools they need to succeed. Click here for more info.
Lack of Motivation & Procrastination – Academic “Underachiever”
Many teens struggle with lack of motivation and procrastination regarding school work. They have the aptitude and cognitive ability but can’t seem to “get in gear” or make good choices when it comes time to study. After ruling out any learning, attentional, mood, or processing issues, other culprits could be academic anxiety or avoidance due to: 1) feeling overwhelmed and paralyzed and don’t know how to begin; 2) actual lack of knowledge or ability to do the work; 3) lack of desire because the work is unpleasant; and/or 4) passive-aggressive way of expressing anger. The first step for treatment is to become aware of the avoidance, and then take action to problem-solve other solutions.
Return-to-School Safety Evaluations
When children and adolescents are overtly and repeatedly aggressive or make suicidal or homicidal statements at school, they are often suspended until a medical or mental health professional can evaluate if they are “safe to return to school.” This involves interviewing all involved parties and investigating stressors and behavior at home, school and with peers. While it’s not uncommon for children to say things they don’t really mean or fully understand to get negative attention from peers and adults, more serious comments tend to reflect a child’s internal desire for help or severe distress.