how to motivate a second-grader to do well?

This may get long, so bear with me. I'm also not sure what I'm asking for yet, I'm just beyond frustrated and would love any insight anyone might have.

My son has a pretty severe handwriting delay. Up until this point we've been the only ones making any sort of a deal out it. All of his teachers up until now have said it's very normal and something he'll eventually develop into.

After our first parent-teacher conference of this school year his teacher agreed that we really needed to start trying to come up with plans to help him. She went to the school psychologist to see how to get him qualified for some sort of OT help. We've come to learn that OT is a related service; meaning in the public school system (in SC anyway) in order to receive OT services you must have some sort of initial diagnosis of something else. My pediatrician initially suggested dysgraphia, but Gabe has the ability to copy off of the board so that disqualified him. His teacher sought to get him qualified because of his vision issues, but come to find out they are not severe enough.

I paid over $200 for him to attend a 12 session handwriting workshop after school. The OT who worked with him said IHO, his issue is not muscular, but visual. He doesn't appear to have depth-perception which would hinder his handwriting. Back to the eye specialist we went who agreed that he indeed does not have depth-perception, but IHO, it shouldn't affect handwriting so she was unwilling to write a letter to the school to that effect.

Fast forward to Christmas break when I received an email from his teacher requesting another conference. Which was yesterday. Here's the deal...

Gabe has now moved to the top math and reading groups for the class. His MAP (standardized test scores) place him in a 5th grade reading and 4th grade math level. However, they were asked to provide a writing sample before break and an independent teacher scored them. The rubric had 4 parts and a total of 4 points could be earned for each part. Gabe's total score was a 4.

His teacher, who is National Board Certified, and has been teaching for 19 years is stumped. I am stumped. We're completely out of ideas at this point. We've all praised, rewarded, had long talks with him, punished him...he's a VERY good boy. Earns 100 points everyday for behavior. Does whatever is asked of him, but just does not try when it comes to writing. If you try to ask him anything about it he starts shrugging his shoulders and can't answer any of the questions...

His teacher has started the paperwork for us to sit down with the CORE team (child study) to see if they can help us come up with something. Maybe the school psychologist will see something we don't. My pediatrician has mentioned ADD a few times which my husband and I disagree with. I asked his teacher yesterday and she shook her head no, but quickly said that was off the record and a decision we had to come to with our ped. I asked about anxiety (he does get upset when you try to talk to him about his writing and she shrugged her shoulders and said he seems pretty well-adjusted to her. BUT! Chances are we're going to have to try to find a reason to get him a 504 plan that would include OT.

HELP! Thanks if you've made it this far and if you have ANY advice I would greatly appreciate it!!

 

It could be a motor planning issue. He sounds like my next door neighbor, who has horrendous handwriting--is also in 2nd grade--and has been serviced by an OT since preschool. How is he in athletics? Could it possibly be a low muscle tone issue? Like you, I am grasping for something to get you the help he needs. Another option would be to see if your insurance would cover OT, and just get it on your own. Maybe someone as MUSC needs a "test subject" and can work with him.

I will brainstorm a bit and come back.

 

Thanks Sharon

He is not a sports guy. The lack of depth-perception explains a lot. He has trouble catching a ball, is rather clumsy, etc. He did discover this past summer a love of swimming and fortunately we are able to swim year-round here, so we've continued lessons through the school year. It's something for him to feel good about too and now that he's getting older, he's noticing more and more that his handwriting does not look like his friends' and we think it is starting to affect his self-esteem, so we're pushing the swimming

No one has said anything about low muscle tone. I have a behavioral consultation with my ped the week before the CORE team meeting to discuss what to expect, what his professional opinion is, etc. BTW, I KNOW how very fortunate I am to have so many people willing to help me help Gabriel get help. It's just that we can't figure out HOW!

I'm not unwilling to get him private help, but as his teacher showed me yesterday with his writting sample, not every teacher moving forward is going to be as accomodating to him so we need to get it documented and in his folder before moving onto third grade.

Thank you again for your thoughts!!

 

It sounds like a physical problem somehow (not behavioral, cognitive, etc).

I would get another opinon on the visual exam--make sure it is a pediatric opthmologist. Also see if you can get a complete OT eval- not just a screening.

Is he at grade level on written language? He may qualify for services JUST for written expression through Spec.Ed. and/or OT ( even if he is at grade level for reading/math). Just because he can copy off the board should not exclude dysgraphia! Copying and producing writing are two different skills. Can he write age appropriate independent sentences? Is it JUST his handwriting or sentence structer word use/etc?

I would think it is a motor planning, fine motor, or visual discrepency.

Have you tried pencil grips? Can he type (then maybe he can use a simple keyboard for some long written assigments)? Can he do larger movements (copy a large circle in the air with his hand, draw on a large sheet of paper?) Does writing on a slanted surface help? rideged paper (small lines to help students stay in the proper place), etc....

Good Luck with the child study team and I hope they help with some ideas in the class. It is nice to see his teacher so proactive and communicative with your and the school.

KC

 

QUOTE(KCMichigan @ Jan 14 2009, 08:20 AM) [snapback]1146471[/snapback]
It sounds like a physical problem somehow (not behavioral, cognitive, etc).

I would get another opinon on the visual exam--make sure it is a pediatric opthmologist. Also see if you can get a complete OT eval- not just a screening.

Is he at grade level on written language? He may qualify for services JUST for written expression through Spec.Ed. and/or OT ( even if he is at grade level for reading/math). Just because he can copy off the board should not exclude dysgraphia! Copying and producing writing are two different skills. Can he write age appropriate independent sentences? Is it JUST his handwriting or sentence structer word use/etc?

I would think it is a motor planning, fine motor, or visual discrepency.

Have you tried pencil grips? Can he type (then maybe he can use a simple keyboard for some long written assigments)? Can he do larger movements (copy a large circle in the air with his hand, draw on a large sheet of paper?) Does writing on a slanted surface help? rideged paper (small lines to help students stay in the proper place), etc....

Good Luck with the child study team and I hope they help with some ideas in the class. It is nice to see his teacher so proactive and communicative with your and the school.

KC


Thank you so much for taking the time to write all of that out. You DEFINITELY have helped me a LOT. I think we're all getting lost in looking for a behavioral reason b/c the mis-information we've received up until now rules out a physical. BUT! As my husband and I have been saying all along, it really is a physical thing going on. He's such a sweet, eager to please kid, the idea of him just openly defying our requests to try harder in writing is hard to accept.

Yes, he does have pencil grips as recommended by the OT who worked with him in Nov. His handwriting is more legible when using them, but it takes him longer to write with them.

He happens to see the best pediatric opthamologists in our area already, but we were worked into the newest dr's appt schedule the last time we went. I'm going to talk again to his pediatrician to see if he thinks we should go back again and ask to see someone else with more experience. I told him what she said and he grimaced and said absolutely a lack of depth perception would affect handwriting.

To answer your bolded part, NO, he's not writing on grade-level. His writing sample was graded on a scale of 1-16 and his score was a 4. His teacher recommended some typing lessons for him (buying some software) so he can type quicker. He is more prolific she said in his sentences if they are typed, but only when she's offered to type them for him; he gets frustrated doing it himself b/c he's slow.

Thank you again!! I really appreciate it

 

Stacy, I spoke with an OT yesterday. One thing she suggested was to change his position for writing. Like having him lay down on his belly to write, or other ideas.

For writing assignments, one thing I have done with kids is to have them dictate the assignment to you. You write it down, then have him copy the assignment, sentence by sentence. That separates the idea and writing process from the actual handwriting, which in the short term, at least, should help him out.

 

Stacy, I am so sorry you are going through this with Gabe.

I remember one year I had a little girl who had to write on a 3 ring binder (I cant remember if it was an actual binder or a device that looked like one). The point was for it to be slanted. While on the table in front of the little girl, the binder was sideways so that it went from high to low. Do you know what I am trying to say...I cant explain it!

 

It really sounds--from this point of view---as not a behavioral problem at all. Though if he continues to struggle he will develop 'avoidance' techniques and may have some benavorial issues with writing (since it is very hard to do for him). Even an easy going student can get frustrated when faced with something he wants to do, other people want him to do, but he can't.

I agree w/ the 'binder' idea--it is also called a 'slant' board. Take a 3 ring binder--flip it open so that it makes a 3-d triangular shape. Place his paper so that it lays flat on the service and he can try 'writing'. Ask him what he thinks---around age 7 or 8 most kids have an opinon on what 'helps'.

If it is fine motor--he may get 'fatigue' in his small muscles and make writing difficult the longer he does it. and/or make his writing illegiable. Also you can ask about a 'brace' --it is sort of a softfoam wrap that goes around the hand/thumb. It may provide some support if he has fatigue. The school's OT should have one to try out and again,just see if it helps.

FWIW--many students (not all)with fine motor/perceptual have trouble with 3-d art and drawing---some students with written expression delays (learning disbability) do OK with art since it does not involve the process of getting written ideas on paper but allows for more creativity. It is a loose correlation-- but one that the Spec. Ed. staff always asked about when looking at kids that struggled with handwriting/writing to help get an idea of what the trouble was based from.

You should request a formal special education evaluation. State your concerns about written expression . They can do a complete evaluation-- and academically tell you where he is at---esp for written work. They should look at his ability to create sentences, his grammatical structure, his spelling/vocabulary, and his ability to write a piece at grade level (narrative). It will also give you an idea of his verbal language skills---he may have a large gap beween what he thinks and can create in his mind and what he can produce on paper.

Here is some infor on visual perception problems and handwriting.

Here is a good easy explanation of dysgraphia, signs, and ways to help.

I second the idea of for 'written' assignments in class (papers/writing that is about the content) being dictated. Learning to type or use something like an AlphaSmart may be a good choice if he has the fine motor skills to do so. (alphasmart linkhere. They also have 'spoken' language software such as WordQ-- here. That may be able to help him if he has access to a computer.

Ask if he can have oral tests at school for non-writing specific assignments (English, grammar, etc). That way you can really see what he knows instead of him possibly making errors due to writing frustration rather than not having the knowledge. Also talk with him and see what is harder/easier for him to do....as in does his hand get tired? Does he get distracted? Does it not 'look' the way he wants?? You will be surprised at what kids think and percieve. Help him brainstorm simple solutions to help--- look at a word wall for spelling, Create a acronym for things he struggles with ( for some students we did CSP---Capitals on letters, Spaces between words, Puncuation at the end), use a small personal dictionary, wiggle his fingers if they seems 'stiff' , etc...without actually working with him or talking to him it is hard to know what will help and specifically what he is struggling with, but those are some ideas. I am sure your local OT should have a ton more.

To keep him motivated, I would try to be positive and remind him of what he is good at. Make it a good experience and explain that you are trying to help him and that you know that writing is hard. He may not be aware that you know it is difficult for him and be resistant to even try.

At home, use fun pens/paper/trade off --you write/he writes. Use Mad Libs, writing with glo pens--whatever it takes but try to at least keep him writing. tape paper on the wall--write standign up or laying on the ground. Make up silly stories.Also maybe have him practive with a a neighboor, cousin, friend....sometimes kids respond to parents differently than teachers/friends/older buddies, etc.

I hope you get some positive results and that they school provides some support for him!


sorry for typos-- 3 year old 'helping ' me!=]

 

Gabe sounds a lot like my son Nathan. He too is testing above grade level in all subject, but is having issues doing his work. I just received the paperwork to fill out as they are also getting a child study team together to figure out ways to motivate him or what could be causing this. His teacher states when it is time to do the work he will all of a sudden have the need to get a drink, go to the bathroom, look for another pencil, etc. (avoidance behaviors) The work is not too hard for him he just doesn't want to do it. He will frequently come home tell me in complete detail what the paper was, what he was supposed to do, but just can't sit to do the work at school. She too has tried different techniques and also let him try using her computer to type instead of write, but this didn't help. Sharon had given me workbooks for the boys over the summer which he had no issues with he actually finished the whole book over the weekend with no issues sitting and doing the work, he wanted to do it so he could fill up the sticker chart in it. Although his teacher has tried the sticker thing with no success in the classroom. I will let you know if I get any good insight after his child study team meeting. Although I should add that Nathan does have a physical disability and has limited use of left hand/arm, and leg related to mild cerebral palsy. I know how frustrating it can be when you can't quite put your finger on exactly what is causing the issue. :hug:

 

One of my boys is also very handwriting challenged. Like Michelle's Nathan, Conner has mild CP that affects his left side. We have worked quite a bit with an OT on the handwriting issue. The materials she uses are from the Handwriting Without Tears program. Here is the link:

http://www.hwtears.com/

 

THANK YOU, THANK YOU, THANK YOU everyone!! I have an appt this morning with my son's pediatrician to go over some of the behavioral charts Gabe's teacher has filled out, discuss the parent-teacher conference I had a couple of weeks ago and he's going to help me come up with a plan going into the CORE team meeting on the 9th. I've literally spent the past hour in this thread printing things off and taking notes. I'm so glad that I asked for help and you ladies were kind enough to offer some up! I'll keep you updated!

 

Good luck, Stacy!

I am sorry we couldn't catch up with you at Christmas. Maybe if we make it to Charleston this year

 

Stacy, can you update us on his CORE meeting? We talked about it but maybe everyone else can help with where to go next too.

QUOTE(sharongl @ Jan 15 2009, 05:59 PM) [snapback]1148938[/snapback]
For writing assignments, one thing I have done with kids is to have them dictate the assignment to you. You write it down, then have him copy the assignment, sentence by sentence. That separates the idea and writing process from the actual handwriting, which in the short term, at least, should help him out.


This is a great idea and extremely helpful I do this with one of my students (ELL but still same rules apply).

Also I wanted to point out that it is really important that he have some personal success with the writing. If there is some way he can start seeing results in his writing and build some confidence from that, he will probably become more motivated. I mean, who wants to try when they always fail? ardon:

 

I don't have any suggestions for the handwriting, but with his vision issues have you looked into vision therapy? It's almost never covered by insurance, but it has been an absolutely amazing thing for my son. He had terrible issues w/ his depth perception. It also affected his reading, because his eyes were fighting for dominance. But as I've read more about it, it can help with many many issues. Look for someone who specializes in NeuroOptometry, and have him evaluated. The evaluations with the Dr. were covered by insurance, as medical, but the therapy ended up costing us $500 for 10 weeks. My son went from not being able to hit the ball in his coach pitch baseball league to literally batting a thousand for 12+ games in a row. It improved his reading dramatically, though he is dyslexic, so still struggles in this somewhat. It's just been a fabulous thing for him, and I've heard nothing but good about VT from everyone who's been referred for it and gone through it.

 

Dayton is in 1st grade and has always had a tough time with his hand writing. He is very farsighted and I take him for frequent eye exams. As far as they can tell his glasses are the right size and strength. His ped says it maybe due to his school environment and not to eval for ADD yet. That once an IEP is written for ADD it's hard to make go away. For now he puts silly putty around the base of his pencil and molds it to the shape of his hand. This helps but I am intrested to see where this post goes. Thanks for sharing!

 

Thank you everyone for your insight!

We just had our follow-up, post-testing meeting with the CORE team this past Monday where we went over the results. They showed that Gabriel is way above average in reading, slightly above average in math and significantly below average in writing. The behavioral scales showed him to be slightly anxious and depressed in the school setting, but at normal/age-appropriate levels for inattentiveness or lack there of and no hyperactivity.

The school decided that was enough to implement a 504 which will provide him accomodations for his writing by giving him extra time, preferencial seating, the ability to dictate and/or type his answers for standardized testing and/or assignments, etc.

We're relatively happy, but are disappointed with the way the system is set-up. We understand that it's the system and not the school, but if there is an acknowledged, obvious deficiency in his writing which we all agree is causing him anxiety and depressive feelings about school then shouldn't he get services?!!! My husband just keeps ranting "isn't this why we're sending him to public school?!!!"

Allowing him extra time is nice and all, but how does that bring his writing up to grade-level?

 

The 504 can be a step towards and IEP and more services. At this age, it really is hard to evaluate writing, because one slightly different answer can be a huge difference in the grading. Believe me, I have evaluated for writing. Next year, it will be easier to get a more accurate take of his actual writing ability--I think that is why they are probably going this route since the math and reading are on or above target.

There is a good reason why most kids who are identified as learning disabled aren't identified until 3rd grade. It isn't until 3rd grade that you can really differentiate in many areas between a developmental problem--meaning that they will "outgrow" it, and a true learning problem. I can truely give you a more technical explaination if you want.

I hope this explains the route being taken.

OT, we WILL be in Charleston around the 3rd week in August, so you better be ready to meet up

 

Thanks Sharon.

QUOTE(sharongl @ Mar 19 2009, 01:30 PM) [snapback]1235455[/snapback]
OT, we WILL be in Charleston around the 3rd week in August, so you better be ready to meet up


:woohoo: I'm HERE and I'm READY!!!!