#ir #peds
Some other key issues to inquire about:
•Have there been any changes (for better or worse) in the teen's academic progress during the past year?
•If the teen is doing poorly, find out why. Does he have difficulty paying attention in class or during homework time? Do homework assignments take forever to complete? Positive answers suggest the possibility of ADHD.
•Have teachers mentioned any problems with the student's ability to learn, digest, and understand information? Positive answers suggest possible learning disabilities. In this situation, the student might benefit from psychoeducational testing and/or the development of an individualized education plan.
•Is the student skipping classes? Has he joined a new peer group? Do the parents suspect any drug or alcohol use? Any significant mood changes recently? Could there be an underlying mood disorder (depression, anxiety) that prevents the student from focusing?
•Is the student having trouble waking up to get to school on time? Is he falling asleep in class? Are homework assignments incomplete because the student sleeps for hours each afternoon or early evening? The duration and quality of sleep can profoundly influence an adolescent's academic performance and should be addressed whenever academic concerns arise.
•What are the student's life plans and goals? Younger teenagers may simply want to be a "pro basketball player," a developmentally appropriate goal. By high school, there should be some discussions about the teen's post-high school plans. If the student is planning on going to college, is he pursuing the academics and activities necessary to meet this goal?
If you want to change selection, open document below and click on "Move attachment"
"HEADDS" Up on Talking With Teenagers helpful to ask the teen how well school is going while the parent is in the room. Teens often report that everything is "fine"; parents may counter that the adolescent has been skipping classes or is earning poor grades.
<span>Some other key issues to inquire about:
•Have there been any changes (for better or worse) in the teen's academic progress during the past year?
•If the teen is doing poorly, find out why. Does he have difficulty paying attention in class or during homework time? Do homework assignments take forever to complete? Positive answers suggest the possibility of ADHD.
•Have teachers mentioned any problems with the student's ability to learn, digest, and understand information? Positive answers suggest possible learning disabilities. In this situation, the student might benefit from psychoeducational testing and/or the development of an individualized education plan.
•Is the student skipping classes? Has he joined a new peer group? Do the parents suspect any drug or alcohol use? Any significant mood changes recently? Could there be an underlying mood disorder (depression, anxiety) that prevents the student from focusing?
•Is the student having trouble waking up to get to school on time? Is he falling asleep in class? Are homework assignments incomplete because the student sleeps for hours each afternoon or early evening? The duration and quality of sleep can profoundly influence an adolescent's academic performance and should be addressed whenever academic concerns arise.
•What are the student's life plans and goals? Younger teenagers may simply want to be a "pro basketball player," a developmentally appropriate goal. By high school, there should be some discussions about the teen's post-high school plans. If the student is planning on going to college, is he pursuing the academics and activities necessary to meet this goal?
Be on the lookout for the adolescent with strong cognitive abilities who is faltering academically. An evaluation for mood disorders, substance abuse, ADHD, or learning disab Summary
| status | not read | | reprioritisations | |
|---|
| last reprioritisation on | | | suggested re-reading day | |
|---|
| started reading on | | | finished reading on | |
|---|
Details