First, it is important to modify the classroom to adjust to Adam’s attention issues. His inability to focus can be mitigated by moving his seat closer to the teacher and adding a time tracker that would indicate the necessity of a break (Lovett & Nelson, 2021). Placement can change based on the contents-specific area at the moment. As the WJ III Tests of Achievement assessment indicates, Adam’s “responses to the more difficult items were slower and less fluent” then to easier ones. Therefore, the more complicated the task is, the closer to the teacher Adam’s placement should be.
Second, Adam’s testing conditions can be modified in two ways. First, it might be beneficial to increase time that is available for test completion (Lovett & Nelson, 2021). Second, it is important for the teacher to repeat the instructions loudly on several times (Lovett & Nelson, 2021). Both of these tasks can also be handled with technology, as a program might have read-aloud option as well as a time-tracker. Furthermore, the use of computer equipment will give Adam more privacy and thus bolster his self-confidence.
Involving a special education teacher might be necessary to solve Adam’s major problem – apprehension of difficulty, which forces him to give up on tasks. The teacher’s report and the informal writing evaluation both note Adam’s willingless to learn with the evaluation specifically noting that “Adam started the activity with a positive attitude”. Therefore, a special education teacher is essential in guiding Adam through more difficult tasks and honing his strengths, which are basic reading and basic listening.
Parent Script
Dear Mr. and Mrs. Gallery, I would like to discuss the MET assessment results of your son, Adam. In total, six evaluations have been conducted, creating a comprehensive overview of Adam’s personality and school performance. Unfortunately, the assessments have revealed substantial issues with his cognitive skills and ability to complete tasks. Most notably, Adam has difficulty focusing and maintaining concentration on one subject. Regardless of the nature of the task at hand – whether it is oral, reading, listening, writing, or calculating, Adam is easily distracted. Furthermore, his performance is negatively affected by the increasing difficulty of tasks. As a result, Adam does not meet the assessment criteria expected of his age in most areas. However, the assessments also revealed important positive indications of Adam’s abilities. For example, he always seems to assume a positive attitude towards new tasks, even though it is quickly abandoned once the difficulty increases. Special education services might help him overcome this fear and learn to maintain concentration. However, your consent is needed to approve lessons with a special education teacher who would help Adam improve his performance.
Reference
Lovett, B. J., & Nelson, J. M. (2021). Systematic review: Educational accommodations for children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 60(4), 448-457. Web.