It has been a busy start to the school year in my new role as a Resource and ELL teacher back in Canada.  I am enjoying my new role and learning a lot every day!

I wanted to share a really great site with you called ADDitudemag.com This site is for parents, educators and people with ADHD.  It has great articles that are short and to the point.  They have done a wonderful job of proving interesting topics, supportive and informative.  I have found the site especially useful for supporting my students with a combination of ADHD and a Learning Difference.

​As well it has been a great resource to share with parents!

What is the Criticism Trap, and how does a teacher get out of it? During a search online I found a simple definition of The Criticism Trap; “An increase in the frequency of a negative behavior that often follows the use of criticism, reinforcing the behavior it is intended to punish” (Lahey, 2002). Essentially what happens within The Criticism Trap is a cycle of negative reinforcement, that does not cause an unwanted behaviour to decrease, but in effect causes it to increase or escalate.  Corcos (2003) used the example of nagging to illustrate the trap.  Nagging, or only pointing out the behaviours that are unwanted, does not reduce or redirect behaviours but causes the behaviour to need stronger nagging to be changed.  The simple example of cleaning the dishes was used; at first the child was asked and then asked again until the task was complete, over time the asking turned into lengthier nagging sessions before the child completed the task.  The nagging was acting as a negative reinforcer.  To change this, and get out of the trap Corcos (2003) and others suggest not focusing on the unwanted behaviour and giving praise for wanted behaviours and investing energy on noticing and commenting on these behaviours.

On a daily basis in order to remove oneself from the trap and/or not become caught in the trap there is a classroom management strategy called “catch’m being good” which shifts the teachers focus from unwanted behaviours to wanted behaviours and offers praise for desired actions.  This strategy, like others that look at the positive actions of students, is part of staying out of the trap.  Consider how to say out of the trap and build a “… positive climate [for] the classroom” (Corcos, 2003, p.239).


Check Out These Helpful Sites!

Positive Feedback and Ratio of Interactions
Link:http://www.safeandcivilschools.com/research/references/positive-feedback-ratio-of-interactions.php

This site discusses positive feedback and although The Criticism Trap is only mentioned once, the site provided some information about staying out of the trap.

From the site: "Dr. Becker called this phenomenon the Criticism Trap because, although the teachers thought they were doing something effective (for example, reprimanding or issuing a consequence for an inappropriate behavior), the students who were starved for attention were getting out of their seats, at least in part, to get their teachers to look at them and talk to them. The students' need for attention was satisfied when their teachers told them to get back in their seats—which they typically did, at least initially. This, of course, tended to reinforce the nagging on the part of the teacher because the students usually sat down when asked to do so. But before long the students would realize, consciously or unconsciously, that they were not getting attention when they were doing what the teachers wanted, so they would get out of their seats again. The teachers would reprimand again, giving the desired attention, and the students were again reinforced for getting out of their seats. Although these studies were done at elementary level, the phenomenon can continue into secondary level" (Becker & Englemann, 1971). [pg. 157]”


Understanding Special Education
Link: http://understandingspecialeducation.blogspot.com/2010/10/cycle-of-criticism.html

In this blog post the author has presented, what is called The Cycle of Criticism from Unit 9 in the book Teaching: A Course in Psychology.  Although the book was published in 1971 the information provided is useful today and links with The Criticism Trap.  The author has put together a simple to read article with bulleted points, first about the trap and then how to get out of the trap, along with multiple examples.

From the site: 

• “Provide signals or reminders to praise more
  
• The misbehavior of one child signals you to praise another child behaving well
  
• Take your attention off the misbehavior
  
• Prompts the misbehaving child to what he should do
  
• Given tokens to prompt praise
  
• If you know you need to give tokens with the praise you may be more likely to give both
  
• Put up signs to remind yourself to praise”
  

 

Classroom Management: Avoiding the Criticism Trap
Link: http://www.aps.edu/human-resources/substitute-services/current-substitutes/july-2006-substitute-newsletter.htm

The article on this site has a short and simple description of The Criticism Trap and I have included it here because it was the most compact resource and found.  As well under the article a list of recommended books were listed.

From the site: “The cure for this malady is simple, yet it takes some conscience effort and practice to become second nature. To successfully avoid the criticism trap one must think before he or she speaks and convey positive messages as often as possible. In the classroom, reinforcing appropriate behavior, even if it is in other students, will be more effective in changing inappropriate behavior than criticizing a student who is acting out.”


References

Corcos, E. (2003). Teaching children and adolescents with behavioral difficulties: as educational approach.  Toronto: Tigress Publications.

Lahey, B. B. (2002). Essentials of psychology. Retrieved May 03, 2015 from
http://highered.mheducation.com/sites/007243404x/student_view0/chapter5/glossary.html

 

 

This question was posed to me recently: Children with social skill deficits are capable of establishing peer relationships but have difficulty maintaining those relationships. Why is this?

This is a very big question and just as individual as the students we teach.  There are many factors that contribute to lasting peer relationships, yet for exceptional students there can be added challenges because of social skills deficits.  In her handbook for teachers Nancy Hutchinson (2014) discusses peer relationships established between people who view themselves as equals, where a sense of belonging and connectedness is formed.  When considering peer relationships I thought of two factors that could impact peer relations; the first was due to a student’s social skill deficits and the second was a question of whether the difficulty in maintaining the relationship was just a natural process of growing and learning where one fits.  For example, researchers have discussed trust as it forms between lasting peer relationships and how trust can lead to sharing, exchanging, and welcoming opinions (Hutchinson, 2014).  I wonder though, what if peers cannot get to a level where trust can form a bond?  Does this mean relationships are having difficulty, or is it maybe just that two specific people are not likely to be friends?  In asking this, I am aware however, that this question is not just addressing friendship, but also general working peer relationships and the impact of social skill deficits on all peer relationships.  With this is in mind I looked for articles on the topic and found research that discussed peer relationships and students with exceptionalities in emotional, behaviour, LDs and ADHD areas.

One article in particular shared valuable insight on ADHD students.  The article discussed close friendships ADHD students can share with others and looked to understand these relationships in connection to common forms of peer rejection (Mikami, 2010).  The close relationships an ADHD child had acted as a way to balance off the rejection they experienced in other peer relationship groups.  I wondered; is the trust piece discussed by Hutchinson part of this?  If trust is formed in a relationship, where otherwise a child is experiencing rejection, will this lead them to form an even greater bond with their trusted friend?  Mikami (2010) suggestions that students form relationships based on their similarities and that students with ADHD may have less steady, or a lower quality of friendships, when compared to others.  She also said that ADHD youth are more likely to be friends with another ADHD peer, rather than someone without ADHD.  Although there is little research on the effects of some deficits on relationships Mikami (2010) points to three areas that could lead to a break down in relationships because of an ADHD youth’s deficits; they were reading the arousal/interest levels of others, planning and organization, working memory, and the ability to understand different perspectives (Mikami, 2010).  These deficits can lead to a breakdown in relationships that have been formed, and if a bond based on similarities has not been fully established, or as I believe trust formed, the relationship may not last. Finally, Mikami (2010) proposes that ADHD students may need added strategies to support them in forming fitting and positive friendships, and that even having one good friendship can go a long way in balancing out the challenges of maintaining other peer relationships.

Thinking back to the original question, I believe that students with social skills deficits are challenged to maintain peer relationships for varied reasons and require support in learning how to find peers that are their equals and where a trusting bond can be formed.  They need guidance and to be taught the social cues they may be missing, and until they have a trusted friend relationship to share their experiences with they need a person (parent or educator) who can be that for them. 


References
Hutchinson, N. L. (2014). Inclusion of exceptional learners in Canadian schools: a practical handbook for teachers. (4th ed.). Toronto: Pearson.

Mikami, A. Y.  (2010).  The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder.  Clinical Child and Family Psychology Review, 13, 2, 181-198. doi: 10.1007/s10567-010-0067-y

*Mikami’s article can also be retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921569/

Article: Using standardized tests to make high-stake decisions on English-language learners: dilemmas and critical issues

Author: Maria del Rosario Basterra

Equityreview’s article Using Standardized Tests to Make High-Sake Decisions on English-Language Learners: Dilemmas and Critical Issues looks at American ELLs and their participation in the National Voluntary Test, which is a standardized exam in the United States. Although this article is specific to America, there are several good points made regarding standardized testing in general with regards to ELLs. The report has come from observations on the changing demographics in American schools and the fact that ELLs, or language minority students, have not been successful overall in the education system (Basterra, 1998-1999). The article was structured into four topics, which interwove together; critical issues concerning ELL assessment, problems that need to be addressed, the improper use of standardized achievement scores used to determine major decisions and proposed recommendations (Basterra, 1998-1999).

Basterra (1998-1999) states that if a student’s English level is not skilled enough then their test scores will not clearly demonstrate their abilities and understanding of the subject being tested. In a 1997 report the National Research Council, in America, indicated three major issues with standardized tests; first, there are norm biases due to the number of ELLs writing these tests being much smaller than non-ELLs; second, there is bias in the content presented, which is targeted at the main culture being represented in the test, and this neglects ELLs from diverse cultural backgrounds; third, generally the structure of tests can pose a challenge with regards to timing and vocabulary content (Basterra, 1998-1999).  A major question, which is not unique to this article, was Basterra’s (1998-1999) questioning of whether standardized exams should be used as the central focus when assessing an ELL student. As a recommendation Basterra (1998-1999) noted that instead of relying solely on standardized exams, that performance assessment should also be a part of the evaluation. Performance assessments need to also be carefully constructed to accurately demonstrate true learning, and it is still vital to note that even these tests can pose challenges and should not be relied on as a full assessment of the learner (Basterra, 1998-1999).  Basterra (1998-1999) commented that although standardized exams can have a benefit to teachers, student placement and parental and student awareness of needs that they can also be misused and over used for major decision making.  For example, to use standardized exams as a measure of high school graduation is a gross misuse of this style of exam (Basterra, 1998-1999).  Basterra (1998-1999) concluded by recommending performance be assessed using alternate forms of assessment that incorporate awareness of biases and allow ELLs a more equal advantage to their non-ELL pupils. It was acknowledged that it is a difficult task to make the adaptations and alterations to testing; however, Baterra (1998-1999) was firm on her stance that changes need to be made for the growth of equity and inclusion.

My Thoughts:

In my own opinion of standardized exams I believe they need to be used very carefully and judiciously. I agree very much with the arguments set forth my Basterra and believe there is a time and place for exams, and especially standardized exams.  There needs to be a balance between different forms of assessment to gain a whole picture of a student’s ability, progress and potential.  Standardized exams should not be used to determine major decisions, such as high school completion, university entrance or job placements.  Standardized exams I feel are better suited for decisions which do not affect permanent decisions; such as the placements in classrooms, where adjustments can be made once the student is able to demonstrate their full range of abilities.  Standardized exams should also be used sparingly and for very specific purposes.  They need to be created in a very careful way which reduces the potential of bias, and especially for ELLs, cultural bias.  For example, I conducted standardized tests in a foreign setting and an animal used in the exam was a beaver, many students were unfamiliar with this animal and because of this their response to the question could not be trusted as an accurate reading of their knowledge. Cultural bias is a very important factor to be aware of and not only for ELLs, but for different cultural groups within any given population.
 

Reference

Basterra, Maria del Rosario. (1998-1999). Using standardized tests to make high-stake decisions on
         English-language learners: dilemmas and critical issues. Equityreview. Retrieved from
         http://www.maec.org/Old/ereview1.html

Article: FASD Teens in the Classroom: Basic Strategies

Author: Lisa Harpur

Lisa Harpur’s article on Fetal Alcohol Spectrum Disorder (FASD) teenagers, FASD Teens in the Classroom: Basic Strategies, contains substantial and valuable information.  Along with a very clear writing style and nice detail Harpur has provided several very good points, and I would recommend this article as one to bookmark and read when you have a teenager in your classroom or school with FASD.  Given the amount of content in the article I have chosen two points, which struck me as especially relevant for FASD teenagers and felt connected with one another.

First, FASD teenagers are described as complex and especially so because of the stage in life they are at; the teenage years where behaviour, development, independence versus dependence are tested and social dynamics play a large role, were all examples provided in the article (Harpur, 2001).  Given the added stressors of teenage life Harpur (2001) stated there is a greater potential for anxiety, depression, lowered-self esteem, being used by peers, issues managing emotions and alcohol and drug use concerns.  Harpur (2001) expressed that these added stressors were just as damaging to an FASD teenager as the initial concerns of academic growth.  The teenage years can act as a cover, hiding the stressors because of their stage of life and what would be typical teenage behaviours and life circumstances (Harpur, 2001). Yet these stressors in FASD teenagers can lead to added concerns and problems.  I found this awareness to be very important to note because it highlights the many concerns and cause and affect issues, which FASD teenagers experience above and beyond those concerns that non-FASD teenagers experience.

The second point, I wanted to include here, was an observation strategy.  Among the strategies listed in the article, Harpur (2001) noted the importance of communicating with the students and discussing their awareness, insights into themselves and their learning.  Given that verbal communication, which is clear and articulated can be a challenge for FASD learners, Harpur (2001) stressed the importance of teachers taking time to observe non-verbal clues such as, looking about the room, becoming angry or tossing papers around.  Through making observations the teacher can learn about the FASD student’s possible anxieties, desires, what agitates them and their needs (Harpur, 2001).  Through information gained in observation it can become easier to learn what motivates the student (Harpur, 2001).  I felt Harpur’s suggested strategy of observation was linked to recognizing the anxieties and stressors FASD teenagers can be experiencing because it calls on the teacher to make note of the student’s behaviours and given that teenagers, and especially FASD teenagers, may not be able to fully articulate their feelings or reasoning, keen observation can become a very valuable strategy in gaining much needed information.


References

Harpur, Lisa. (2001). FASD teens in the classroom: basic strategies. Guidance & Counseling, vol. 17, issue 1,
            24-29. Retrieved from http://search.ebscohost.com.proxy.queensu.ca/login.aspx?
            direct=true&db=a9h&AN=7272840&site=ehost-live

Article: Using “I Will” Cards and Social Coaches to Improve Social Behaviors in Students with Asperger Syndrome

Author: Amanda Boutot

Summary: Boutot’s article discusses a strategy called “I will” cards to support the learning and practicing of ideal social behaviours for Asperger Syndrome (AS) students and their use of self-talk and social coaches.  The article starts by presenting four strategies, which have been supportive to AS students; social stories, social scripts, power card strategy and cognitive behaviour modification (CBM).  Boutot presents that because AS students have strong vocabulary and memory skills with creative and sincere traits the “I will” cards support students’ weaknesses, for example, repetitive behaviour or impulsivity, while engaging their strengths (2009).  The aim of the cards is to have AS students begin to prompt themselves to change behaviour without others telling or guiding them.  “I will” cards are closely connected to the CBM strategy and incorporate elements of all four original strategies outlined at the beginning of the article.  Similar to CBM “I will” cards use a strategy known as self-talk to act as “mantras” (Boutot, 2009, p. 278) to guild students feelings and behaviours.  The cards show a situation, which has been written from the AS student’s perspective; for example, “When I have something to say in class, I will raise my hand” (Boutot, 2009, p. 278).  The cards are both a reminder for students and act as visual prompts during a situation that might be challenging or upsetting (Boutot, 2009).  Boutot continues by outlining five planning steps for developing “I will” cards, which include; identifying the areas of behaviour needed to be worked on, creating self-talk and “I will” statements, making cards with scripts, teaching the student to use the cards and finally creating time each day for students to work with a social coach to review the cards (2009).  The social coach’s role is further outlined with an example dialogue for review.  Social coaches are one or two trusted adults the student can work with twice daily to review cards and their use.  Boutot states that all those working with the student need to be aware of the “I will” cards and support the student to use them through the day.  For example, a classroom teacher can ask a student to review their cards instead of telling them to raise their hand (Boutot, 2009).  The article concludes with added considerations for use, including the conjoined use of a behaviour contract along with the cards, and ensuring that parents and guardians of the AS student are part of the decision to use “I will” cards and their process.

Implications for classroom teaching: As a classroom teacher I can see “I will” cards being very supportive to AS students, other students in the class and the teacher’s ability to support the AS student make behaviour choices which are supportive to their growth.  Knowing the student has a system and is working to self manage their behaviour is very supportive to the classroom teacher, because the cards act as a tool for the student to use to make choices and they are also a tool the teacher can use to support the student in making those choices.  For instance, Boutot gave an example of a teacher directing the student to look at their cards to know to put their hand up, this is a direct and simply way to address a behaviour.  I believe “I will” cards provide AS students with self-regulation strategies and in turn that supports their classroom teacher and their own learning greatly.


Reference

Boutot, E. Amanda. (2009). Using “I Will” cards and social coaches to improve social behaviors in students
      with Asperger Syndrome. Intervention in School and Clinic, 44:276, 276-281. 
      DIO: 10.1177/1053451208330899.