A gifted second grade girl who has been diagnosed with generalized anxiety is struggling with emotions. Parents witnessed tantrums, meltdowns, and panic attacks at home while student maintained excellent conduct and straight A’s at school. Parents were searching for tools to reduce student’s stress levels and solutions for effectively communicating the student’s needs to her teachers.
We coached the parents on how to avoid power struggles with the student during her meltdowns; provided suggestions for appropriate time and place to complete homework and studying; suggested beneficial academic expectations; and provided key points for discussion during parent-teacher conferences.
A fifth grade boy is not putting forth his best efforts because he thinks his teacher “hates him” and all of his attempts are met with failure. He frequently tells his parents he doesn’t want to go to school. His parents were frustrated and didn’t know how to improve the situation.
We presented his parents with ideas to improve the student-teacher relationship, as well as motivational techniques to use at home. We also gave his parents examples of time management routines to improve his willingness to perform to his best abilities.
Students C & D
A single working mother was struggling to deal with both of her elementary students’ academic and emotional needs.
Student C was not writing in her agenda, was not communicating with mom, was earning failing grades in subjects that were previously a struggle as well as subjects that were originally not an issue. Homework was a battle, and communication with teachers was combative. Student D was consistently misbehaving and not responding to his school’s behavioral interventions.
We provided mom a safe place to air her frustrations and begin the process of working with her children. Time management suggestions were given, and age appropriate behavior modifications were provided. We attended a parent teacher conference and proof-read emails to teachers. We also provided a list of educational diagnosticians when it became clear that their needs required additional intervention. We continue to give suggestions for positive communication and are helping to implement accommodations.
Student E, a high school sophomore, sustained a traumatic brain injury. We worked with the parents and the school to facilitate his IEP. We helped the parents understand the language and acronyms used in these types of meetings, easing their anxieties and allowing them to focus their attention on a plan for their son. Additionally we advocated for appropriate accommodations and modifications to ensure that the student has the best educational experience possible.