I walked into the school where I would be working for the next year and was stunned to see Timmy, an eight-year-old, curly haired, mop-topped imp sitting right outside of the principal’s office. He had his head down and was not talking to anyone. I sat down next to him and after just a few minutes, tears began to flow gently down his cheek. He told me that he was trying to make himself invisible so that no one could see him as they walked by, because unlike him, they were going to gym class.
Why was he not going to gym class like everyone else? His teacher told me that he was not yet ready to go to gym, art, music, or recess with the other children because he talked incessantly; he did not pay attention to instructions; he interrupted whomever was speaking; and he continuously touched others. How obstructive could a little boy’s behavior be that would prevent him from attending classes and activities that would seemingly be fun for him?
In a way, one could not blame his teacher. Apparently the last time he entered the gym, he immediately darted to the closet where all of the equipment was stored and one by one, threw each and every piece of equipment out onto the gym floor. In fact, he threw some of the balls at the other children. His behavior was certainly obstructive. However, was there not one teacher who could try to teach him how to behave appropriately?
Timmy’s teacher quickly told me the answer to that question. She said that “He just wouldn’t listen.” She also told me that she “just didn’t have the time to work with one child.” Timmy was one student in an eight-student class. Was she kidding? Her response gave me a clear picture of how she felt about Timmy and his behavior. I know that you are asking yourself, why did Timmy exhibit these socially inappropriate behaviors? Why did he exhibit poor social skills?
Timmy had a diagnosis of attention-deficit/ hyperactive disorder (ADHD) as well as a diagnosis of giftedness. The symptoms that he exhibited are typical for children with the diagnosis of ADHD as listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Certainly,
Timmy exhibited the following from the DSM-IV-TR:
(b) often has difficulty sustaining attention in tasks or play
activities
(c) often does not seem to listen when spoken to directly
(h) is often easily distracted by extraneous stimuli
(e) is often “on the go” or often acts as if “driven by a motor”
(f) often talks excessively (APA 2000, p. 66).
In fact, if children with ADHD do not learn how to diminish or self-regulate these symptoms, they may arguably spend their entire adult lives feeling friendless, devoid of spouses, and having difficulty obtaining and keeping a job. As hard as it is for me to admit it, you can see how a child like Timmy could be annoying for other children to have around. It was just about impossible for Timmy to get children to like him, let alone to make friends. Each time I entered the classroom, Timmy appeared to be happy.
However, within a few moments, his face showed more and more sadness and hurt. Whenever he tried to talk to his classmates, they would ignore him or make insulting comments to him. His behavior would then suddenly become inappropriate. This was the cycle of Timmy’s behavior: he would talk to his classmates; they would ignore him or make hurtful comments to him; and then he would exhibit socially inappropriate behavior that would irritate them. This cycle was prevalent during all of his classes as well as throughout lunch.
When I came to school to work with Timmy, no one wanted to sit next to him at lunch. Let us look at what typically happened. As Timmy ate his lunch, if the other children did not get up from their chairs immediately upon seeing him walking toward them and sit somewhere else, he would speak to them.
They would say insulting comments to him, such as, “Oh no, here he is again, the talking monster,” or “The jumping jack in a boy’s body is sitting here, yuck.” He would then exhibit inappropriate behavior, such as purposely chewing his food with his mouth open. The other children would then say to me that “He grosses us out.” Since Timmy clearly did not understand how his behavior was causing his peers to respond to him in a negative way, he did not do anything to change his behavior.
I tried to talk to Timmy to help him to understand exactly why his peers were rejecting him, but he just did not understand. He would speak to me about feeling rejected and unwanted but just did not understand the origin of his own socially inappropriate behavior. So I tried a different approach. I asked for and received permission from his parents, the other children’s parents, and the school to videotape him during class, in lunch, in recess, and in gym class. I included the stipulation that the videotape was for my use only. The other children thought that I was videotaping them as well, so they did not complain. I only had to show Timmy a few minutes of the videotape before he got the idea of the annoying nature of his behavior. That tape was a great teaching tool for me over the year that I worked with him, but I will not get into those details here.
After working with Timmy during that year, I knew that I had to find a way to help teachers and parents teach social skills to children with ADHD, so that these children’s socially inappropriate behavior would not result in their becoming isolated, bullied, and rejected. I knew that I had to do something to try to prevent other children with ADHD from experiencing their childhood years in a sad and lonely place like the world in which Timmy lived. If children with ADHD learn positive social skills, they will naturally feel better about themselves. If they succeed in learning these socially appropriate skills, they will be less likely to form negative opinions about themselves, as Timmy had already done at eight years old.
No comments:
Post a Comment