Richard 's Behavior At School

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The school counselor noticed several irregularities with Richard’s behavior, such as the obvious inattention, distractibility, lack of organization, reoccurring daydreaming, and inability to follow directions in multiple settings, which suggested that his difficulties were not solely based on a lack of intrinsic motivation or understanding.
The school counselor described that every year Richard performed exceptionally well on standardized tests; however, he performed poorly on assignments and achievement tests and had terrible penmanship. His reading level was proficient, and he was talented in physical education and art. Yet, Richard was easily distractible, disruptive in class, and highly disorganized. Richard also struggled in mathematics and socially because he did not get along with his classmates. Although he remained in his seat in the fourth grade, Richard had difficulty remaining in his seat and touched his classmates’ belongings constantly in the first and second grade. Although isolation, structured classroom environment, and consistent negative consequences improved Richard’s behavior at school, the school counselor was concerned because he still performed at a level below what was expected of him. Additionally, his distractibility and difficulty following directions occurred in the classroom, at home, and during baseball. Thus, based on the wide variety of inconsistencies in his behavior, the school counselor may have suggested that Richard should receive
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