Group_2

1. __** Main Issues for James **__:   James' behavior is affecting his academic performance and his relationship with peers, teachers and family. **Social/Interpersonal Success**:    2. __** What attention controls appear to be weak ?**__  <span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"> <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">James exhibits disruptive behavior
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">James acts inappropriately without thinking of how others will be affected by his actions.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">James makes commitments to his work groups and does not follow through
 * Cognitive/Academic Effectiveness**:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">Trouble completing assignments/homework
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">Problems keeping focus
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">James seems to be uninterested in the curriculum unless art is incorporated
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">James is able to accomplish work when he recieves one on one support from his mother
 * Weak Mental Energy Control**:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Reduced effort- James only works on things that are interesting to him.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Performance Inconsistency
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> James is easily distracted and can become totally engrossed with topics that are completely different from the assigned work
 * Weak Processing Control**:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;">Problems maintaining focus
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);">  Trouble getting Satisfied- for example, James crumples his work.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Problems with cognitive activation- his mind is often disengaged or overly active
 * Weak Production Control:**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Poor previewing-   <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> James does not think before hand about how his actions affect even those closest to him.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Deficient self-monitoring- James does not notice when others are displeased with his behavior. He does not notice errors in his work.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"><span style="color: rgb(85,85,85);"> Low reinforceability- James does not respond to punishment or rewards.   <span style="color: rgb(85,85,85);">
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span style="color: rgb(85,85,85);"> Weak control of facilitation and inhibition- James acts inappropriately without realizing it.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;">poor saliency determination

<span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';">3. __** Strengths and drawbacks of each teacher's approach :**__ <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"> Writing teache r : <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;">

In the writing class, James is actually producing something and not being disruptive. Allowing him to work on something that he can complete and feel good about will boost his self-esteem. Rather than accomplishing nothing, he is practicing the writing skills of expression, creativity and developing a story line. The fact that he is not being disruptive and getting in trouble is also probably good for his self-esteem. However, The current approach does not address James’ poor-previewing or deficient self-monitoring. James has not responded to my suggestions to add more dialogue and is therefore not developing or practicing all the necessary writing skills. I have not addressed his reluctance to check his work for spelling and punctuation or proofread his work. By putting his work away and cleaning it up for him, I am not teaching him any organizational skills. Although his behavior has improved, by focusing all his energy on drawing he is not having any peer interactions. Without this experience, his social interaction will not improve. <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;"> <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span class="Apple-style-span" style="color: rgb(43,12,3); line-height: 22px; white-space: normal;">James is also unable to follow through and organize the work he has completed in class. He tends to ball up his work. By allowing this to take place the teacher is not facilitating organizational skills. This approach also keeps him from working toward a completed project. He on the other hand is developing a sense of success from working on his strenghs. This experience allows his classmates to see him complete a project and function succesfully in a classroom. <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span style="color: rgb(43,12,3);"> He is also benefiting from the positive feedback he is receiving from the teacher. School is a place where James feels frustrated on the whole but he seems to feel a sense of accomplishment in writing class. James although feeling successful has not moved beyond the drawing into creating long dialogues. He may be functioning but what will happen when the teacher needs him to increase his writing output.

The writing teacher appears to be the closest to James. She actually gets James to stay on task. It is wonderful that she has adapted her curriculum based on James strengths but she is not working on his weaknesses. In the article, Celebrating Strengths by Mel Levine, he states “We want our kids to work on their weaknesses at the same time they’re striving to build their strengths”. She needs to stress all the writing concepts even if she has to adapt the reading material to make it more appealing for James.James is the most on task in his writing class because he actually takes part in the lesson. Though he may not be reading the same material as the other students and writing as much as them she seems to be making steady progress with him. She noticing his strengths and trying to build off of those.Mrs. Sutton seems to have the best relationship with James and coincidently she has the closest balance between the two teachers. She gives him expectations within the limitations of his attentional dysfunction. I would like to see Mrs. Sutton try and motivate James to begin to explore other literature or other ways of depicting literature not in comic form. For instance, have him write captions juxtapose the pictures. Explain to him the importance of captions how they can begin to tell a story behind the art shown. One weakness I think Mrs. Sutton might have is the fact that she appears to be content with James. I would challenge her to continue to push him.

<span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span style="color: rgb(43,12,3);"> ** S ocial Studies teacher**: <span style="color: rgb(43,12,3);"> My approach has not worked at all with James. I tried to control his behavior through a system of rewards and punishment and he has not responded. In fact, I think I made the situation worse by antagonizing James. Moreover, he is not interested in social studies and I have made no effort to make the subject more appealing to him. I think some things may genuinely interest him like the photo from our textbook that he mentioned to Mr. Davis in art class. I need to figure out how to integrate other disciplines or activities to engage James in class. My approach so far has been completely ineffective because I was ignorant of James' attention dysfunction issues.

The social studies teacher's approach is one that is filled with judgement. In stead of developing strategies to help James function in his classroom, he has thrown his hands up in the air. He is completely exasperated. He has not considered James's need for physical activity to reduce his energy level. The expereince does not help his social interaction with his classmates. They are completely frustrated by the behavior he exhibits and do not want to work with him. Basically James has been set up to fail in this class. <span style="color: rgb(43,12,3);"> ** A rt teache r **:  <span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span style="color: rgb(43,12,3);">

James is constantly made aware that as a student he needs to be actively engaged in social studies. I think some things may genuinely interest him like the photo he mentioned to Mr. Davis in art class. Mrs. Skelly could also use the fact that social studies can be intertwined with so many other disciplines and character building activities for James.James can exhibits creativity. in Mr.Davis class James seems to be happy, he doesn't get into fights this might be because he feels this class has provided him a safe environment to grow, the draw back is there is no structure to facilitate growth. He also takes initiative to be a leader when he is in a group. I believe Art is a safe space for him to express himself.Mr. Davis is trying to please James which is not very hard because he seems to love art. He does not challenge him. Mr. Davis exclaimed that he knows he can’t grade unfinished worked but he has yet to insist on James turning in his work on time, let alone at all.

James is able to follow his ideas in class. The teacher is building upon James creativity. However James is typically unable to follow through with a completed project. During group work, James makes commitments to classmates which he does not keep. This can become a road block in the development of social realtionships. By allowing James to go off on incompleted projects, without implemeting strategies for success, James is not working on his organizational, and follow through skills

James is a really good friend, he just does not know when it is enough. Sometimes James talks through a whole class and I can not learn anything because the teacher has to keep stopping to talk to him. I wish he could just sit and listen for once. Some of the kids make fun of him and that's when I start feeling bad. I mean he is liked by kids but he tends to annoy them real fast. I am scared I won't have any friends if James keeps this up.
 * Best Friend:**

<span class="Apple-style-span" style="font-size: 15px; color: rgb(85,85,85); line-height: normal; font-family: 'Trebuchet MS';"><span style="color: rgb(43,12,3);"> 4. __** List of recommendations **__:  <span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';"> <span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">

>  >    > <span style="font-family: 'Lucida Console',Monaco,monospace;"> <span style="font-family: 'Lucida Console',Monaco,monospace;"> <span style="color: rgb(43,12,3);"> Group 2's Page
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">allow James to take a break, walk-around between activities
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Mak<span style="font-family: 'Times New Roman',Times,serif;">e a square around James desk so that he can walk around in the square but not bother any of the classmates.<span style="color: rgb(210,15,15);">( im not sure i agree with this one this would isolate James and label him as different to the other children.) an imaginary space that him and the teacher have decided on so it is not obvious to the <span style="color: rgb(11,10,10);"> other students -- (Maisha-- I also think we need to look at this one closely...We do not want to isolate him or draw more attention to James. We want to allow him the ability to gather his thoughts and refocus but avoid distracting the other children. Maybe even create a thinking area in the classroom that all students know they can go like someone suggested on our group page.)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">frequent encouragement (“I know you can do it” “I’m looking forward to reading your completed writing piece”)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">direct experiences for James (trips, tours etc. regarding topics James is writing about)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">previewing activities: model ways to “blueprint” writing assignments, use graphic organizers to help James set out a roadmap before writing, require James to submit a “work plan” before beginning writing assignments
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">allow James to do his proofreading after an interval of rest (can be several days)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">encourage James to consider the effects of his behavior by discussing (or assigning as a writing topic) hypothetical behaviors and asking, “What if you did this?” “What would your friends think?” “What would your teachers think?”
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">have James think about and begin to take responsibility for his words and actions, perhaps by requiring written apologies
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">When James shoves his papers into his folder, stop him and ask him to predict what he thinks is going to happen and how they are going to look the next time he opens his folder.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">Building physical breaks into the curriculum for the entire class
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span style="color: rgb(43,12,3);"> Curriculum interesting to James
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">Behavior chart with the help of a professional behavior therapists
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">Group therapy with kids with similar issues and a therapist who could help him learn to think about consequences of his words and actions, think before acting and take responsibility for his words and actions.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">The group therapy should be developed around the concept of increasing social skill. It should be run by a person who specializes in this area
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">Homework - consistent policy, email homework, planner
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">Professional Development on attention issues for teachers
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;"><span class="Apple-style-span" style="font-size: 15px; color: rgb(43,12,3); line-height: 22px; font-family: 'Trebuchet MS';">recommend that the teachers get together and compare notes on different traits or characteristics James exhibits. Then I think the teachers should share their successes and areas of strength and weakness.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace;">I think the first thing the teachers should do is their own Attentional Dysfunctional Inventory ( //Educational Care,// pages 47-49) on James.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">The more information gathered about James and his tendency the better equipped the teachers will be to effectively reach him.teachers need to demystify his own views on his attentional dysfunction.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">provide James with a purpose and strategies for self monitoring himself, for instance, a study or work plan. Once the teachers and parents have evaluated their child, they can target specific strong and weak attention controls and figure out how to help the child manage them at school and at home.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Have some collaborative projects so he is less likely to become overwhelmed by the work and will be more interested because of the social aspect of the assignment.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Have periodic verbal reminders to stay on task.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Develop an organizational system that would all teachers would support. This would allow for consistent reinforcement. This needs to be developed in partnership with the parents and all the teachers.
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Develop a strategy with James to help him control impulsive behavior before it occurs, such as counting to three and picturing the consequence of the behavior. James needs to constantly practicing this after impulsive behavior has occurred. This will allow him to develop a strategy that he can eventually implement before the behavior occurrs
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Teachers need to Work closing with James during group projects to keep him on task. This will help him keep his commitments to the group
 * <span style="font-family: 'Lucida Console',Monaco,monospace;">Teachers and parents need to work together so that the home strategies and school strategies work together. The parents and teachers need to be on the same page and use the same strategies for reinforcement.

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