First Person Life History Jacob R.

, Age 16
EDUC 5320 Exceptionality in Todays Schools Section KS56
Dr. Kirsten Allman
December 1, 2015
Carolyn Elizabeth Barrette

First Person Life History Jacob R., Age 16

First Person Life History Jacob R., Age 16

In a recent first person life history interview with Jacob R.1, a fascinating, hopeful and
simultaneously poignant profile emerged. Jacob is a Houston high school sophomore at a local
Catholic high school whose hallmarks include an ethnically diverse student body and a premier
on-campus alternative learning center for students with diagnosed learning differences or
disorders. (a newly arrived student from Nicaragua) exhibited several noteworthy behaviors
typically identified as emotional/behavioral disorders. In a subsequent review of her current
middle-level mathematics classroom environment (physical, pedagogical, and psychosocial), a
number of discrepancies between what currently exists and what might serve her best have been
identified. Potential solutions to address the recognized mismatches have also been
brainstormed; it is hoped that the application of a selected number of these will serve as
beneficial early intervention steps. Because research demonstrat[es] poor outcomes for students
with emotional and behavioral disorders, the prevention of these disordershas in recent years
become one of the highest priorities among schools and community agencies concerned about
children (Friend, 2014, p. 231). The most notable three are:
Comment One: Rosa is easily frustrated and in such times, forgets social skillswith either
students or adults thereby typically engendering classroom discord. Classroom endangerment is
also present if her frustration leads to the documented outbursts that place Rosa and others at
personal risk. As Dr. Randy Soffer observes in his Overview video, Not only do adults in the
schools often [dislike] students with emotional disturbances, but also [they often do not get along
with] other studentsthat is often part of the definition of emotional disturbances. Perhaps
most troubling of all? Soffer further theorizes, maybe one of the worst parts of the disorders is
1 Name altered to protect student privacy

that even the students themselves do not like themselves2, a tragic and all too common plight.
Although Rosa is considered bilingual and bi-literate, she is likely experiencing continuing,
significant and stressful cultural adjustments to a new home, classroom environment and national
identity. The following proposed solutions may set Rosa up for success rather than failure:

Rosas close relationship with her grandmother could serve as a success gateway.
Meeting with both Rosa and her grandmother (in non-threatening, building-block
terms) to positively address and determine the communicative intent of her [Rosas]
behavior could prove helpful;
The brainstormed solution to develop, in tandem with the grandmother, a behavioral
contract with Rosa also shows promise. Incorporating anger management skill-building
could (and likely should) be an important positive behavioral support component of such
a contract;
Bilinguality and bi-literacy notwithstanding, supplying Rosa with a grade-level algebra
text both in English and Spanish could help her begin bridging the cultural and remaining
language gap that inevitably exists between country environments. Pairing this with
giving Rosa a community leadership role could give Rosa a needed heightened sense of
both community engagement and personal accomplishment. Permitting her to tutor
younger Spanish-speaking students struggling in math might serve these purposes very
well.

Comment Two: Though Rosa has demonstrated laudable multiple intelligences, she is
simultaneously experiencing difficulty completing her work. It is likely that current content and
process demands of the math classroom cater to Rosas challenges rather than her strengths.
Being new to the community, Rosa is likely hyper-conscious of her appearance and performance
(her consistent primping in class could be indicative of such self-focus). This is understandable;
she is new to this community and attempting to find a place of belonging, most likely. For Rosa,
the public scrutiny associated with putting (potentially mistaken) answers on the board in front of
her largest group of new peers is likely daunting (and perhaps even terrifying). The following
brainstormed solutions could help address this issue:

2 Soffer, http://flashmedia.stthom.edu/videos/academic/soffer/overviews09/ EDUC_5320_lm9_video.swf

Having students record and show their work on individual white boards could be an
affordable and productive alternative, giving all (including Rosa) a sense of safety in
attempting problems with a cushion of safety, i.e., eliminating the spectre of public
humiliation at the community chalkboard;
Temporarily reducing the number of homework problems for Rosa, in the spirit of
working smarter, not harder could make her task load more manageable and less
overwhelming;
Creating homework groups could also potentially allow Rosa to more thoroughly
complete her assignments and simultaneously help foster additional (and, it is hoped,
more congenial) associations with her fellow students;
Supported alternative testing methodologies and accommodations might also be
considered; these could include oral testing, extended time, formula card use, and/or
calculator utilization.

Comment Three: Rosas surreptitiously listening to her iPod, primping with nail polishes and
perfumes, and even resorting to bilingual cursing and swearing are likely default comfort
behaviors; it is probable these activities most often take place when she is anxious, frustrated, or
self-conscious. Several brainstormed solutions could actually co-opt these behaviors into more
positive outcomes:

Setting class norms for respectful language could help foster a community effort
towards a more socially positive climate. Setting class norms regarding use of iPods,
cosmetics and perfumes should be included;
Infusing social skills into instruction, particularly through setting up cooperative
groups could be very productive;
Considering alternate ways for students to show what they learn (perhaps via individual
music talents, through interactive lesson podcasts) is an active learning that students will
likely find engaging.
To monitor hoped-for progress from the adjustments described above, ongoing, regular

quantitative and qualitative assessments of Rosas classroom behavior, social acclimation and
academic performance are highly recommended. Dr. Marilyn Friend reminds us that outcomes
for students with emotional and behavior disorders have [to date] been disappointing with only
35% and 44% of students with these disorders graduat[ing] from high school (Friend, 2014, p.
230). She emphasizes that, Professionals agree that if early interventions could be implemented

with your children who are at risk for developing social behavioral disorders, some children
would not experience later problems (Friend, 2014, p. 231). Dr. Soffer notes, the [7.5%]
percentage of students with emotional and behavioral disturbances who receive their education in
a general education classroomis a lot less than [for those with] other disabilities (Soffer,
http://flashmedia.stthom.edu/videos/academic/soffer/week5.html, Slides 4, 12). The
brainstormed solution of having a co-teacher observe Rosa to determine the antecedents,
frequency of behaviors, and consequences is therefore essential.

References
Friend, M. P. (2014). Special education: Contemporary perspectives for school professionals
(4th ed.). Boston, MA: Pearson Education.
Soffer, R., Ph.D. (2015, October 29). Learning module 9: Emotional and behavioral disorders
overview. Lecture presented at EDUC 5320 Exceptionality in Today's Schools in Studio,
Houston. Retrieved from
http://flashmedia.stthom.edu/videos/academic/soffer/overviews09/
EDUC_5320_lm9_video.swf
Soffer, R., Ph.D. (2015, October 29). Learning module 9: Students with emotional and
behavioral disorders. Lecture presented at EDUC 5320 Exceptionality in Today's Schools
in Studio, Houston. Retrieved from
http://flashmedia.stthom.edu/videos/academic/soffer/week5.html