Testing accomodations

[mirandah]

All this year (3rd grade) DS's teacher has complained that his biggest problem is that he races through his work carelessly. He really hates school. He does "okay" academically at this point- his teacher's words- he's above grade level for math and reading fluency but barely or just below grade level for reading comprehension and writing- so he's been referred for summer school. The reading comp part is partly him racing through things and partly ASD TOTM. We've had to go back to him reading out loud to us at night. Left by himself to read he'll just open a book at any point and read for awhile until he gets bored. When he reads out loud he races through sentences. I know he's processing things though. If a sentence says "Then Harry gathered all his courage and ran up the stairs as fast as he could" DS will read out loud "Harry was courageous and ran quickly up the stairs." I correct him and make him reread the sentence and he gets frustrated.

Testing has always been a challenge. Since kindy they've put him in a separate space to complete his tests because he will race against the kid next to him. State tests are this week. They did a practice test last week and DS scored 50%. I emailed his teacher and she said he raced through it. So I emailed his ASD teacher and asked what the testing accommodation plan is this week and she said she'd talk to DS today and "explain to him that if he didn't do well enough on the test that he'd need more pull-outs." Which seems like a shitty thing to say to a kid. Any suggestions for out of the box ideas on how to get him to slow down or testing accommodations?

[mrsbuttinski]

Some thoughts:

How does your son self-identify as a student? Is his perception accurate? Does he think he's bright? Capable? Not naturally academic?

Why does he hate school? It doesn't seem as if he's one of those kids who is quick to master material and bored/resentful to wait on others?

Is his rushing through a function of getting a less preferred task over asap? Or does he have his balls in this- trying to prove he's smart by finishing first? Even DS noticed early on that the smart kids are the ones who typically complete their work first.

Is there a reward for completion ahead of others? A lot of teachers allow a free choice activity for the brighter students who need to wait for others to finish up. We needed to make this go away for DS.

There exist accommodations that can dial back a speed demon but they won't necessarily be allowed on all tests- you may need to check this out. I would not rely on the teachers or admins to be fully informed around these rules.

1. He could be removed to a separate space if he's triggered by the speed at which peers are working.

2. He could have the test chunked, if allowed, so that he doesn't have to expend as much academic stamina and is fresher for each section.

3. There should be no "reward" for completion. He sits quietly or is given a related worksheet to complete.

4. Having the questions read aloud to him can slow down the entire process of test taking. He could also be given a scribe who could act as "brakes" in the process.

FWIW, I kind of want to kick that teacher in the head. What a stupid thing to say to a kid who just wants to fit in with his more NT peers. Special services and accommodations are to level the playing field- they are not a punishment/consequence for being born with a developmental disability, behavior disorder or learning difference.

Anxiety played heavily into testing for DS; once I explained the tests here are to determine how well the school and teachers are doing their job, he relaxed a whole lot and did pretty well. DS's school was uber competitive and all stops where pulled out to obtain the best numbers possible. YMMV.

It's funny, my niece's little half brother has an ASD dx again (mom was flattered out of it in NJ) and recently moved to DS's old elementary (where they pegged him as on spectrum in less time than it took me to get an IEP and I'd shared the dx going in). His mom opted him out of testing because he was a hot mess over it. I don't know if that makes sense for you, but it might be an option. I didn't because I wanted more data for planning and more practice for DS taking high stakes testing so he'd feel comfortable with it.

[mirandah]

Apr 19, 2017 15:56:42 GMT -5 mrsbuttinski said:

Some thoughts:

How does your son self-identify as a student? Is his perception accurate? Does he think he's bright? Capable? Not naturally academic? He goes from bragging that he is "rocking" 3rd grade to telling me that he'll probably go to a vocational school because he's "not one of the smart kids." I think it's just nonpreferred activities for him. He doesn't see the point so he doesn't engage. He just sits at his desk if he's done, maybe he's allowed to read a book.

Why does he hate school? It doesn't seem as if he's one of those kids who is quick to master material and bored/resentful to wait on others?

Is his rushing through a function of getting a less preferred task over asap? Or does he have his balls in this- trying to prove he's smart by finishing first? Even DS noticed early on that the smart kids are the ones who typically complete their work first.

Is there a reward for completion ahead of others? A lot of teachers allow a free choice activity for the brighter students who need to wait for others to finish up. We needed to make this go away for DS.

There exist accommodations that can dial back a speed demon but they won't necessarily be allowed on all tests- you may need to check this out. I would not rely on the teachers or admins to be fully informed around these rules.

1. He could be removed to a separate space if he's triggered by the speed at which peers are working.

2. He could have the test chunked, if allowed, so that he doesn't have to expend as much academic stamina and is fresher for each section.

3. There should be no "reward" for completion. He sits quietly or is given a related worksheet to complete.

4. Having the questions read aloud to him can slow down the entire process of test taking. He could also be given a scribe who could act as "brakes" in the process. This is a good one- this would definitely work. They've actually tried giving him a timer and making him spend at least XX amount of minutes on each question, but we all know how timers work with kids with anxiety. Having someone read it to him would take it out of his hands.

FWIW, I kind of want to kick that teacher in the head. What a stupid thing to say to a kid who just wants to fit in with his more NT peers. Special services and accommodations are to level the playing field- they are not a punishment/consequence for being born with a developmental disability, behavior disorder or learning difference.She sucks. DS hates her and we have her through elementary. This has been a yuck year teacher-wise. DS was in tears the other day because he hates his afterschool STEM program teacher. He described her as "not wanting him to act like he has autism." (No IEP accommodations because it's voluntary, though they at least will talk about them) He has never disliked teachers as much as he has this year. I have in his IEP that he is allowed to go talk to the sweet office secretary if he's having a bad day because she's the only adult he actually likes/trusts this year.

Anxiety played heavily into testing for DS; once I explained the tests here are to determine how well the school and teachers are doing their job, he relaxed a whole lot and did pretty well. DS's school was uber competitive and all stops where pulled out to obtain the best numbers possible. YMMV.LOL. DS would have a grand time telling all his teachers they stink because of his bad scores. On that note though- DS is SO flippant about homework/school work that DH and I have, in exasperation, pulled out the "do you want to repeat 3rd grade" bit. That did make him snap to attention a little. But I felt like a jerk.

It's funny, my niece's little half brother has an ASD dx again (mom was flattered out of it in NJ) and recently moved to DS's old elementary (where they pegged him as on spectrum in less time than it took me to get an IEP and I'd shared the dx going in). His mom opted him out of testing because he was a hot mess over it. I don't know if that makes sense for you, but it might be an option. I didn't because I wanted more data for planning and more practice for DS taking high stakes testing so he'd feel comfortable with it.

[mrsbuttinski]

Apr 19, 2017 16:42:06 GMT -5 mirandah said:

Apr 19, 2017 15:56:42 GMT -5 mrsbuttinski said:

Some thoughts:

How does your son self-identify as a student? Is his perception accurate? Does he think he's bright? Capable? Not naturally academic? He goes from bragging that he is "rocking" 3rd grade to telling me that he'll probably go to a vocational school because he's "not one of the smart kids." I think it's just nonpreferred activities for him. He doesn't see the point so he doesn't engage.

This could go either way. He could be the sort of kid who hits his academic stride as the material becomes more complex and interesting or the comprehension (this would be DS whose academic performance trended up through the years- he got better grades in college than he did in elementary- even in subjects that were not his thing) and abstract reasoning challenges could make him feel even less invested and competent as a student (This would be my friend'd kid- he was great as a primary grade student decoding easily and committing his math facts to memory, but by 4th, he started a downward trajectory and will graduate as a B- student this spring in a school where over half the kids graduate with a 3.50+ non-weighted GPA).

A lot of kids on spectrum don't value what doesn't come easily for them. We spent a lot of time pushing DS until he matured enough to push himself around work that was less preferred.

That said, be careful not to denigrate anything but university in the off-side chance he turns out not to end up there. I am watching a pair of boys much brighter than my own struggle with a tech and community college placement because that's where they ended up based on their academic stamina. These options were held up as a "consequence" for screwing up when they were younger and now they and their parents feel they've failed when they're actually growing and learning still. It's a shame. 

Try not to knock trade school- the apprenticeship nature of some trades is a perfect match for some on spectrum who learn best by doing. I have another friend with 2 on spectrum. DS#1 is super bright- like perfect SAT smart- but his people skills aren't terrific and it's cost him. As an undergrad he never got the summer research positions peers did which made getting into grad school was harder. He's trying to get into a funded PhD program and so far isn't finding success. His little brother is not as bright and has some LD issues as well; he is into cars. He'll be attending a 2 year CC Automotive Associate program and work PT in his dad's auto shop.  



He just sits at his desk if he's done, maybe he's allowed to read a book.


A book could be a reward. One of DS's teachers dealt with this by giving him "more of the same"- race through a problem set in math. She'd hand him another problem set. Correct the first one and have him re-do the incorrect ones. 

Why does he hate school? It doesn't seem as if he's one of those kids who is quick to master material and bored/resentful to wait on others?

Is his rushing through a function of getting a less preferred task over asap? Or does he have his balls in this- trying to prove he's smart by finishing first? Even DS noticed early on that the smart kids are the ones who typically complete their work first.

Is there a reward for completion ahead of others? A lot of teachers allow a free choice activity for the brighter students who need to wait for others to finish up. We needed to make this go away for DS.

There exist accommodations that can dial back a speed demon but they won't necessarily be allowed on all tests- you may need to check this out. I would not rely on the teachers or admins to be fully informed around these rules.

1. He could be removed to a separate space if he's triggered by the speed at which peers are working.

2. He could have the test chunked, if allowed, so that he doesn't have to expend as much academic stamina and is fresher for each section.

3. There should be no "reward" for completion. He sits quietly or is given a related worksheet to complete.

4. Having the questions read aloud to him can slow down the entire process of test taking. He could also be given a scribe who could act as "brakes" in the process. This is a good one- this would definitely work. They've actually tried giving him a timer and making him spend at least XX amount of minutes on each question, but we all know how timers work with kids with anxiety. Having someone read it to him would take it out of his hands.

I could see the timer as an issue. 

FWIW, I kind of want to kick that teacher in the head. What a stupid thing to say to a kid who just wants to fit in with his more NT peers. Special services and accommodations are to level the playing field- they are not a punishment/consequence for being born with a developmental disability, behavior disorder or learning difference.She sucks. DS hates her and we have her through elementary. This has been a yuck year teacher-wise. DS was in tears the other day because he hates his afterschool STEM program teacher. He described her as "not wanting him to act like he has autism." (No IEP accommodations because it's voluntary, though they at least will talk about them) He has never disliked teachers as much as he has this year. I have in his IEP that he is allowed to go talk to the sweet office secretary if he's having a bad day because she's the only adult he actually likes/trusts this year.

That's a shame. We ran into a couple of real turds in 5th and 6th. DS didn't hate them, but man they were phoning it in. 5th was "retired in place"- it was his last year teaching before joining his wife who was a newly ordained minister at her church and going back to school to become ordained himself. 6th was the inclusion teacher who took no ownership. 


"not acting like he has autism" isn't actually a bad goal when supported properly. It's a good thing to be able to have the skill when needed. It's probably why my one friend's son can't get funded- he's kind of a jerk. 


How does this program work that his IEP isn't followed? Most extra-curriculars and after-school programs sponsored by the school are. 

Anxiety played heavily into testing for DS; once I explained the tests here are to determine how well the school and teachers are doing their job, he relaxed a whole lot and did pretty well. DS's school was uber competitive and all stops where pulled out to obtain the best numbers possible. YMMV.LOL. DS would have a grand time telling all his teachers they stink because of his bad scores. On that note though- DS is SO flippant about homework/school work that DH and I have, in exasperation, pulled out the "do you want to repeat 3rd grade" bit. That did make him snap to attention a little. But I felt like a jerk.

Be the jerk. He's not developed enough to appreciate the consequences of his actions. We had to be literally "on top of" DS during home work or he would blow it off entirely for a long time. We pushed the agenda as keeping his options open for him. 

It's funny, my niece's little half brother has an ASD dx again (mom was flattered out of it in NJ) and recently moved to DS's old elementary (where they pegged him as on spectrum in less time than it took me to get an IEP and I'd shared the dx going in). His mom opted him out of testing because he was a hot mess over it. I don't know if that makes sense for you, but it might be an option. I didn't because I wanted more data for planning and more practice for DS taking high stakes testing so he'd feel comfortable with it.