Samantha, a student who is repeating the first grade for the second time, is having difficulty paying attention during activities that require sustained silent writing. She often looks confused after the teacher gives directions, and she frequently gets in trouble for talking during independent practice times. Her teacher says that, typically, she does not finish her writing assignments. When she does, they contain many errors of convention and don't seem to have any cohesion. During math lessons, however, she is noticeably engaged in the lessons, completes her independent work with minimal redirections for off-task behaviors and scores well on classroom math tests. When her teacher calls home to discuss her concerns, Samantha's mother says that they have been having trouble getting her to do her English homework. Samantha has told her mother that she "hates" writing. What would be the most logical next step for her teacher?

Question

Quizplus · Accepted Answer

The next logical step for Samantha's teacher is to initiate a multidisciplinary team meeting to discuss possible interventions that may help her improve her writing skills. Samantha is demonstrating some common characteristics associated with a possible learning disability. Her short attention span, off-task behaviors and poor performance during writing assignments are in stark contrast to her behaviors during math lessons. This indicates that it may not be solely a behavioral issue. A multidisciplinary team should be consulted prior to any formal special education referrals so that they can suggest appropriate interventions targeted at her writing deficits.

Samantha, a Student Who Is Repeating the First Grade for the Second