identification of high risk students national association of special education teachers

Identification of High Risk Identification of High Risk StudentsStudents

National Association of National Association of Special Education TeachersSpecial Education Teachers


A high risk student is usually a A high risk student is usually a student that is experiencing student that is experiencing possibly severe emotional, possibly severe emotional, social, environmental or social, environmental or academic stress.academic stress.


Symptoms versus ProblemsSymptoms versus Problems

Symptomatic BehaviorSymptomatic Behavior

While many symptoms may indicate the While many symptoms may indicate the presence of a problem, several guidelines presence of a problem, several guidelines can be used to determine the seriousness can be used to determine the seriousness of the problem/s:of the problem/s:


1) 1) FREQUENCY OF SYMPTOMSFREQUENCY OF SYMPTOMS----Consider how often the symptoms occur. Consider how often the symptoms occur. The more serious the problem the greater The more serious the problem the greater amount of tension generated. The greater amount of tension generated. The greater amount of tension the more frequent will amount of tension the more frequent will be the need to release this tension. As a be the need to release this tension. As a result the greater the frequency of the result the greater the frequency of the symptom, the greater chance that the symptom, the greater chance that the problem/s are serious.problem/s are serious.


2) 2) DURATION OF SYMPTOMSDURATION OF SYMPTOMS--Consider --Consider how long the symptoms last. The more how long the symptoms last. The more serious the problem the greater the degree serious the problem the greater the degree of tension generated. The greater the of tension generated. The greater the degree the longer it will take to release the degree the longer it will take to release the tension and therefore, the longer the tension and therefore, the longer the duration of the symptoms the more serious duration of the symptoms the more serious the problem.the problem.


3) 3) INTENSITY OF SYMPTOMSINTENSITY OF SYMPTOMS--Consider --Consider how serious the reactions are at the time how serious the reactions are at the time of occurrence. The more serious the of occurrence. The more serious the problem the more intense the level of problem the more intense the level of tension coming off the problem will be. tension coming off the problem will be. This level of tension will require a more This level of tension will require a more intense release and as a result, the more intense release and as a result, the more intense the symptom, the more serious the intense the symptom, the more serious the problem.problem.


Some of the more common patterns that Some of the more common patterns that can be exhibited by either elementary can be exhibited by either elementary or secondary students while in school or secondary students while in school are:are:

1--A history of adequate or high first 1--A history of adequate or high first quarter grades followed by a downward quarter grades followed by a downward trend leading to failures in the final trend leading to failures in the final quarter.quarter.


2--A history of excessive 2--A history of excessive absences.absences.


3--A history of excessive 3--A history of excessive lateness.lateness.


4--Frequently cannot separate from 4--Frequently cannot separate from parent at the start of the school parent at the start of the school day. While this can be normal day. While this can be normal behavior in very young children, it behavior in very young children, it becomes a more serious symptom becomes a more serious symptom after age 6 or 7.after age 6 or 7.


5--High achievement scores 5--High achievement scores and high school abilities index and high school abilities index (SAI) with a history of low (SAI) with a history of low academic performance.academic performance.


6--Consistent failure in two or 6--Consistent failure in two or more quarters of at least two more quarters of at least two subjects.subjects.


7--A history of parent 7--A history of parent "coverage" for inappropriate "coverage" for inappropriate behavior, poor work behavior, poor work performance, poor attitude, performance, poor attitude, failures, or absences.failures, or absences.


8--Students wandering the halls 8--Students wandering the halls after school with no direction after school with no direction or purpose.or purpose.


9--A history of constant 9--A history of constant projection onto others as a projection onto others as a reason for a lack of reason for a lack of performance, handing in work, performance, handing in work, failures, or cutting.failures, or cutting.


10--A history of feeling 10--A history of feeling powerless in the student's powerless in the student's approach to problems.approach to problems.


Rotter-Locus of ControlRotter-Locus of Control

External locus of control-the feeling External locus of control-the feeling that whatever happens is the result of that whatever happens is the result of fate, luck or chancefate, luck or chance

Internal locus of control-the belief by Internal locus of control-the belief by individuals that their choices and individuals that their choices and behavior have a direct impact on the behavior have a direct impact on the outcome of their goalsoutcome of their goals


11--Recent stress related 11--Recent stress related experiences i.e. divorce, experiences i.e. divorce, separation, death of a parent or separation, death of a parent or parent's loss of employment.parent's loss of employment.


12--A history of constant visits 12--A history of constant visits to the nurse.to the nurse.


13--Social withdrawal from 13--Social withdrawal from peers with an emphasis on peers with an emphasis on developing relationships with developing relationships with adults.adults.

Avoidance Behavior PatternsAvoidance Behavior Patterns

Avoidance behavior patterns may Avoidance behavior patterns may first be observed by parents. first be observed by parents. However some of these may show However some of these may show up in school and it is imperative up in school and it is imperative that you learn to identify these that you learn to identify these symptoms so that some type of symptoms so that some type of intervention can take place intervention can take place immediately.immediately.


Selective forgettingSelective forgetting This is a symptom in which the child This is a symptom in which the child knows the batting averages of all baseball knows the batting averages of all baseball players, the words from most songs on the players, the words from most songs on the radio, the times of most TV shows , but radio, the times of most TV shows , but "forgets" to bring home his/her math book "forgets" to bring home his/her math book etc. The selectivity of the forgetfulness etc. The selectivity of the forgetfulness usually centers on areas of learning that usually centers on areas of learning that may be creating frustration.may be creating frustration.


Forgets to write down assignments day Forgets to write down assignments day after dayafter day

This symptom may continue even This symptom may continue even after repeated requests or threats. The after repeated requests or threats. The avoidance of a perceived failure avoidance of a perceived failure experience is accomplished through the experience is accomplished through the use of this behavior.use of this behavior.


Takes hours to complete homeworkTakes hours to complete homework In this particular case, the child seems to In this particular case, the child seems to labor or procrastinate over the work. Frequent labor or procrastinate over the work. Frequent trips to the kitchen for food, or to the bathroom, trips to the kitchen for food, or to the bathroom, or to get a drink, or sharpen a pencil, will delay or to get a drink, or sharpen a pencil, will delay the possibility of perceived failure. the possibility of perceived failure. This symptom also occurs if a child is under This symptom also occurs if a child is under tension and cannot concentrate for long periods tension and cannot concentrate for long periods of time. He/she will tend to "burn out "quickly of time. He/she will tend to "burn out "quickly and day dream the night away. and day dream the night away.


Finishes homework very quicklyFinishes homework very quickly

In this type of symptom the child's major In this type of symptom the child's major objective is to get the ego threatening situation objective is to get the ego threatening situation (homework) over as quickly as possible.(homework) over as quickly as possible.

Every attempt is made to "rush” through the Every attempt is made to "rush” through the assignments with little if any care or patience. assignments with little if any care or patience. Getting it over as quickly as possible almost Getting it over as quickly as possible almost makes it seem as if it never existed.makes it seem as if it never existed.


Can't seem to get started with homeworkCan't seem to get started with homeworkWhen a child’s anxiety level is very high it When a child’s anxiety level is very high it

makes it very difficult to "start the engine." Like a makes it very difficult to "start the engine." Like a cold engine on a winter day, you can turn the cold engine on a winter day, you can turn the key and it revs but never turns over. This type of key and it revs but never turns over. This type of child acts in the same way. child acts in the same way. They may spend a great deal of time getting They may spend a great deal of time getting "ready " for the homework by arranging their "ready " for the homework by arranging their books, sharpening pencils , getting the paper books, sharpening pencils , getting the paper out, opening the textbooks, getting a glass of out, opening the textbooks, getting a glass of water, going to the bathroom and so on , but water, going to the bathroom and so on , but never really starting their assignments.never really starting their assignments.


Frequently brings home unfinished class Frequently brings home unfinished class workwork

This symptom is frequently This symptom is frequently exhibited by students for several exhibited by students for several reasons. One reason is a low energy reasons. One reason is a low energy level and therefore problems dealing level and therefore problems dealing with tasks involving sustained with tasks involving sustained concentration.concentration.


The second reason may involve The second reason may involve the concept of learned the concept of learned helplessness and may arise helplessness and may arise when a parent constantly sits when a parent constantly sits next to a child when he/she is next to a child when he/she is doing homework.doing homework.


The third reason may The third reason may involve the child's need for involve the child's need for attention. Bringing home attention. Bringing home unfinished class work unfinished class work necessitates some parent's necessitates some parent's need to sit with them and need to sit with them and complete the work. complete the work.


Consistently leaves long term assignments Consistently leaves long term assignments until the last minuteuntil the last minute

Avoidance of school related tasks, Avoidance of school related tasks, especially long-term ones, is a frequent especially long-term ones, is a frequent symptom of children with low energy levels. It symptom of children with low energy levels. It would be like avoiding paying a big bill when you would be like avoiding paying a big bill when you have very little money. You may "hide” the bill or have very little money. You may "hide” the bill or forget it exists. Magical thinking is a frequent forget it exists. Magical thinking is a frequent dynamic mechanism of children who are highly dynamic mechanism of children who are highly anxious.anxious.


Complains of headaches, stomachaches, etc Complains of headaches, stomachaches, etc before or after schoolbefore or after school

Very high tension levels over an extended Very high tension levels over an extended period of time may result in somatic (bodily) period of time may result in somatic (bodily) complaints. These complaints, while real to the complaints. These complaints, while real to the child, may indicate an avoidance of an child, may indicate an avoidance of an uncomfortable or ego deflating situation. When a uncomfortable or ego deflating situation. When a child has a pattern of these types of complaints, child has a pattern of these types of complaints, then the teacher needs to see this "signal" as a then the teacher needs to see this "signal" as a symptom of a more serious problem.symptom of a more serious problem.


Exhibits "spot light "behaviors Exhibits "spot light "behaviors

"Spot light” behaviors"Spot light” behaviors are any are any behaviors that bring the focus of attention behaviors that bring the focus of attention to the child i.e. calling out, laughing out to the child i.e. calling out, laughing out loud, and getting up out of seat, annoying loud, and getting up out of seat, annoying other children. When this occurs it is other children. When this occurs it is usually a release of tension. usually a release of tension.

Energy Drain and its Effect on Energy Drain and its Effect on Behavior and LearningBehavior and Learning

Everyone possesses a certain amount of Everyone possesses a certain amount of psychic energy to use in dealing with the psychic energy to use in dealing with the everyday demands and stresses of life. everyday demands and stresses of life.

In normal development there is a certain In normal development there is a certain amount of stress but because of an amount of stress but because of an absence of major conflicts which tend to absence of major conflicts which tend to drain energy, the individual has more than drain energy, the individual has more than enough to keep things in perspective. enough to keep things in perspective.


Consequently, the division of energy Consequently, the division of energy usually results in what we call positive usually results in what we call positive behavior symptoms. These result (more behavior symptoms. These result (more often than not) when a child is relatively often than not) when a child is relatively "conflict free" and may take on a certain "conflict free" and may take on a certain pattern pattern


However, when serious conflicts arise, the However, when serious conflicts arise, the available energy must be "drained away” available energy must be "drained away” to deal with the conflicts like white blood to deal with the conflicts like white blood cells to an infection. cells to an infection.

Since energy must be drained away there Since energy must be drained away there is less available energy to keep things in is less available energy to keep things in perspective. In this case the resulting perspective. In this case the resulting negative behavior patterns negative behavior patterns

identification of high risk students national association of special education teachers

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