Modifying Test Questions

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In special education, the term “modification” typically means something very different from the term “accommodation.” Both involve some form of adaptation to material or instruction in order to assist students with specific learning needs. Modifications, however, are elevated forms of assistance in that the learning goals for the student are actually changed or modified. However, the suggestions for modifications outlined below do not change the learning goal at all. Instead, these are simple suggestions that teachers can implement on assignments and assessments to allow students with special needs optimal opportunities to express their knowledge and/or skills.

  • Creating a word bank that students can use as a resource on an assessment helps to ensure that issues with memory recall, spelling, dyslexia, etc., do not interfere with the student’s ability to demonstrate his knowledge of vocabulary terms or concepts. A word bank also allows students the opportunity to cross off or eliminate answers as they progress through the questions, helping to visually limit answer options. This strategy is especially helpful for students with testing anxiety or executive functioning challenges.
  • Chunk fewer test questions per page to help minimize the text presented to students. Again, this strategy helps to keep testing nerves at bay since limited text per page is less intimidating. Fewer questions per page allows for greater white space and larger margins, which help to ensure that students do not inadvertently skip or overlook a question.
  • Provide definitions for concept terms that are not being tested to ensure that complex vocabulary, unrelated to what is actually being assessed, does not impede the student’s ability to answer the question at hand.
  • Reduce the number of answer options for multiple choice questions. This strategy helps to visually streamline the questions and help students narrow in on correct responses without the unnecessary distraction of numerous answer options. Instead of having an A, B, C, D, and E, consider limiting multiple choice answers to 3-4 options. The student is still demonstrating her knowledge of the content; the opportunity for error is just slightly reduced.
  • Use underlining, italics, or bold font to indicate an important term or crucial section of the passage. This visually draws attention to key concepts so that students can easily refer back to them in a lengthy text without getting overwhelmed by searching. Since many students struggle with short term recall, skimming while rereading, and isolating key details from superfluous information, the visual cues reduce the impact that these obstacles might present. In doing this, teachers are not providing answers—they are simply helping to highlight key points to clarify what the question is actually asking.
  • For written responses, teachers can help reduce stress on students by providing a grading rubric, which specifies how their written response will be evaluated. If spelling, grammar, and punctuation are not part of the learning objective, be sure to clarify that to students so that they do not get too hung up on perfect spelling. Keep the directions for the prompt or response simple and direct. Abstract or nuanced language can derail any student, but especially those with learning challenges.

Gender Distinctions on the Spectrum

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According to the Centers for Disease Control and Prevention (CDC), boys are diagnosed with autism at a much higher rate than girls. In fact, for every four boys diagnosed, only one girl will be diagnosed. There are many theories as to why this is the case, but one claim that is agreed upon by experts is that girls’ symptoms tend to be much more subtle and are therefore disregarded or overlooked. Instead of seeing certain tendencies and behaviors as potential symptoms of autism, parents often consider these behaviors to be minor “quirks” which their daughter may outgrow. While every child is different and autism presents in a variety of ways regardless of gender, there are known commonalities that specifically present in girls on the autism spectrum.

For girls, autism symptoms tend to revolve more around communication and socialization, as opposed to boys, who often present with more obvious symptoms related to impulsivity and repetitive outbursts. Furthermore, typical gender norms indicate that girls are often more content to play by themselves or engage in sustained quiet time on their own, as opposed to boys who prefer camaraderie and peer play. That said, a boy who withdraws from peers and fails to meet standard social benchmarks would draw more attention than a girl with the same social impediments simply due to society’s expectations of gender norms. Again, this is why many experts believe that autism diagnoses in girls are delayed or sometimes overlooked completely.

Similarly, since girls tend to mature earlier than their male counterparts, their level of self-awareness and social cues tend to be further developed as well. Because of this, girls on the autism spectrum may be more inclined to study others’ behaviors and react accordingly, almost learning how to mask their social struggles by observing others. Meanwhile, boys may miss cues altogether and therefore receive a diagnosis earlier on.

An additional concern for girls with autism is the fact that they can be especially naive to the world around them. They may experience difficulties in social situations or misread social cues, which often leads to instances of bullying or harassment. This naïveté can make it difficult to discern another’s tone or intentions and can cause them to become even more isolated from their peer group. A girl on the autism spectrum may not realize that her interests are not shared by other girls, but will insist on driving the conversation or focus to her specific interest. Again, this can cause friction with peers since the child may not fully understand why others are rolling their eyes, ignoring her, or outright dismissing her.

Finally, girls with autism may experience specific “obsessions” just as boys do; however, with age, parents might notice that her interests do not evolve as would be expected. Often times, an obsession becomes more noticeable as the child gets older because the interest is markedly different from the typical girls her age. For instance, instead of developing an interest in nail polish or drawing, a girl with autism might obsess over toy horses or stickers even as she begins to go through puberty. These seemingly immature interests can also contribute to social issues at school, such as bullying or isolation by peers.

Management Strategies for Noncompliance

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Strong-willed children bring character, fierce energy, and clear opinions into the classroom, which are all positive attributes that help to stimulate engagement and learning. However, when fervid determination crosses the threshold of acceptable behavior, teachers are often left in a sticky situation when deciding how to proceed with a defiant student.

Keep a level head

When given an instruction or directive, such as, “Please sit in your assigned seat,” students are generally expected to oblige or at least attempt to follow the request. You may be met with an eye-roll or exasperated retort, but 9 times out of 10, the request will be a non-issue. However, when a student is outright noncompliant, it is important that the teacher consider the potential catalyst of the defiant response. Often, this type of isolated obstinance, especially when it occurs out of nowhere, is a response to some unknown frustration or concern. The frustration may not even be related to this particular class or the directive. Because the trigger is typically unknown, teachers can assuage the emotions by considering how to de-escalate the situation before reacting. This is easier said than done, but suggestions might include:

  • Walk away to provide the student with a moment on his own to consider the request or directive; this also allows you to take a breath before asking again.
  • Provide the student with a reasonable alternative, such as sitting in his assigned seat or sitting up front away from other students.
  • Calmly rephrase the directive in a soft manner that is only audible to the individual child. Too often, non-compliance arises from a public power struggle, so a defiant student is less likely to comply when he feels as though he is performing as “the rebel” for an audience of peers.

Consider the individual personality involved

When confronted with what could be considered defiance or task-refusal, teachers should pause to consider whether the student is actively defying the command, or if there is a misunderstanding. For instance, a student who struggles with auditory processing may fail to respond immediately. On the outside, she may appear to be ignoring you, but in actuality, she is simply interpreting the request at a slower rate. Similarly, a student with ADHD may also need a few additional moments or some repetition to grasp the directive—this isn’t defiance. Students with autism may also present as noncompliant at times. Typically, this refusal is linked to a lapse in social cues and/or a need for further clarification. It is not unusual for students on the spectrum to require an explanation of why they are being asked to do something. Again, this is not meant as a defiant remark. The “why” question is quite literally asked as a means of gaining further explanation in order to meaningfully invest in the task.

 

Provide alternatives, but hold your ground

When a student has dug his heels in, another option is for the teacher to present opportunities for student choice. This doesn’t mean going back on your word. If a student is refusing to complete an assignment, provide him with the choice to complete it now or at lunch. If a student is hesitant to read aloud, give her the choice of which passage she’d prefer to read. A student who is demanding to go to the bathroom can go, but only after he’s completed the front of the worksheet. These options allow students to negotiate, but only on the teacher’s terms. In essence, you’re giving an inch without permitting the student to take a mile.

Combating School Refusal: Part II

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In Part I, we discussed that school refusal involves more than stubborn non-compliance and cutting school to spend time with friends. School refusal stems from psychological stressors that, for whatever reason, are triggered by the school environment. While school refusal can be a result of many different factors from child to child, there are universally effective strategies that families can utilize.

Managing School Refusal

  • Ask your child why he or she is anxious about going to school. This conversation must come from a calm and understanding place—you cannot show frustration, anger, disappointment, or judgment when seeking to understand the underlying issues. Let children know that you support them by legitimizing their concerns, but that you need to know where their nerves are coming from in order to help. Ask whether this began with an isolated incident with a teacher or peer, or if the triggers are truly unknown.
  • Talk to the school about what is going on. School refusal becomes a bigger issue when teachers are left in the dark. When the school is aware of the underlying anxieties that a student might be dealing with, they will take extra precautions to make sure the student is handled with “kid gloves” during his or her time at school. The school can also help to manage the student’s workload if he or she is missing major assignments due to stress and anxiety about coming to school. On occasion, the school might recommend a half-day or partial schedule so that the student is receiving important instruction in small doses. The school can also work to arrange supports for parents who may be looking into an IEP or 504 plan to ensure accommodations are provided.
  • Plan for small successes and occasional setbacks when your child makes it to school. The anxieties will never dissipate overnight, so it is normal for a child to try to attend school, but then become overwhelmed and ask to go home. This is okay. As a parent, you want to make sure you’re acknowledging your child’s effort and bravery for attempting something that you know is difficult and scary. The process of re-entering school on a regular schedule isn’t going to be swift. Therefore, your best move is to celebrate the small steps and gently encourage them to move forward with their progress.
  • Consider hiring a tutor to help manage the workload that is accumulating due to your child’s frequent absences. The tutor can also, with your permission, act as a liaison between the school and home to ensure that academic goals are being met. The mounting workload can make students even more anxious because they know that, when they return to school, they’ll be confronted with a pile of work. This can make for a never-ending issue of avoiding school because of the stress of all the work from missing school in the first place. The tutor can work with your child in the comfort of your home and help to manage the assignments and tasks, while also providing 1:1 instruction for skills that are necessary for meeting grade-level objectives.

Combating School Refusal Fact vs. Fiction

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Whining and groaning about going to school is bound to happen from time to time. Children will undoubtedly have a few instances when they beg to stay home from school for one reason or another. Other students may skip the parental piece altogether and skip school without adult permission. While both of these issues can be problematic, they do not fall under the more severe issue of school refusal.

Fact: Experts estimate that anywhere from 2-5% of school-age children develop this level of refusal because of deeper emotional issues at play. This non-compliant behavior can develop out of depression and/or anxiety, and sometimes a combination of both disorders.

Fiction: Some people believe that school refusal encompasses any case where a child refuses to attend school; however, it is more complicated than that. School refusal is not the same thing as truancy, where students decide to skip certain classes or ditch school altogether without their parents’ knowledge. A student who is routinely truant is avoiding school in favor of some other desired alternative. Whereas a student who is refusing to go to school is doing so out of emotional distress associated with being in school. Similarly, a child who feigns illness to avoid a math test, for instance, does not fall under the same category as a student who adamantly refuses to attend school because of unexplained dread or apprehension.

Fact: School refusal is a response to or an attempt to alleviate or avoid the trigger—school—by refusing to attend. For students with social anxiety, separation anxiety, generalized anxiety, or depressive disorders, the school environment can exacerbate symptoms and create added distress. Incidents of bullying, the desire to be the perfect student, negative peer influences, and other emotional trauma associated with the school environment can also contribute to school refusal, but it does not happen overnight. School refusal is often a last resort or “breaking point” for children who have been experiencing pent up anxiety and/or depression for an extended period of time. When other strategies and methods for managing stress have failed, their last resort is to avoid stressors altogether by staying home from school.

Fiction: Contrary to popular opinion, school refusal does not occur out of nowhere in one fell swoop. There are known behaviors or signs leading up to outright refusal that occur systematically beforehand. It is important for parents to recognize these patterns and intervene early:

  • Children may begin by intentionally oversleeping several days or weeks in a row to prolong their time at home before leaving for school.
  • They may make numerous trips to the nurse with complaints about chronic, unexplained pain or injuries that are not visible, such as headaches, nausea, fatigue, dizziness, muscle strains, or heart palpitations. Often times these ailments, while they may seem fictional or feigned, are actual physical responses to the anxiety that the child is experiencing—they are not necessarily “faking” the symptoms.
  • Children may also continuously call or text parents from school asking to be picked up for early dismissal. Often times they will claim that they are too sick to finish out the day. While this may be true on occasion, the likelihood is that the anxiety/depression has reached a threshold where the child feels that escaping from school will be the only solution.

Unfortunately, caving to these requests for partial school days will only create further issues with school avoidance. Intervention is required to address the core triggers and help these children to cope with their feelings of anxiety and depression within the school environment.

Look for strategies for intervening and managing behaviors related to school refusal in part II!

Learning on the Field, Court and Track

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Extracurricular activities are known to increase academic performance. In addition to the obvious health benefits that physical activities provide, participation in athletic programs can also instill life-long lessons and important skills that cannot readily be taught in the classroom. Children and teens who participate in athletic programs, whether school-based or not, are encouraged to confront challenges while developing these crucial abilities. Whether students participate in activities involving a team, or as individuals, they garner certain skills that can help to better prepare them for college and careers.

Focus

A certain level of focus is necessary when participating in sporting events, no matter the activity. Specifically, think about those heart-pounding, pulse-pumping, do-or-die moments on the court or field—these are the times when laser focus is developed.

  • Basketball players will need to block out the noise of the fans in order to make a game-winning foul shot.
  • Golfers need to focus on the speed of their swing and assess the curves of the green to sink a putt.
  • Swimmers need to be hyper-focused on the sound of the starting gun to leave the block with rapid speed.
  • Soccer players will need to take shots on the goal without a moment’s hesitation.

There are countless more examples of instances in sports where participants will need to rely on their ability to focus. The point is that, when developing this skill, athletes learn to ignore distractions, eliminate doubt, make necessary adjustments, and employ quick thinking to react on a dime. These skills translate into adulthood as well. Whether attending a post-secondary college or university, or going straight into the workforce, the ability to focus on a project or task, no matter the environment, is an invaluable skill.

For instance, for any type of first-responder—firefighters, EMTs, police officers, etc.—the ability to block out one’s chaotic surroundings and focus on the primary goal of safety is crucial. A career in the corporate world, while less dire, will also involve quick thinking, problem-solving skills, and sound decision-making based on information/data. Again, this level of mental stamina and focus can be cultivated through competitive sports.

Teamwork

Across the board, teamwork is a buzzword that appears in nearly every job posting, no matter the level of education required or salary suggested for the position. Therefore, formal schooling is not the only place where team-building and cooperative skills can be acquired.

Competitive sports allow children to recognize the importance of everyone’s contribution towards the goal. Participants may not be the highest scorer on the team, but their efforts and contributions create circumstances in which their teammate or teammates will be able to score, ensuring victory for the team. A competitor may not receive the glory of the recognition that comes with the winning 3-pointer, touchdown, goal, or 1st place medal, but this is no way negates his or her input. Similarly, the workplace is going to demand high levels of teamwork—it’ll be up to each individual on the team to put in his/her best efforts in order for the whole company, or group, or team, or business to achieve success. Just like with the MVP of the game—we can’t all be the CEO of the company, but we can do everything in our power to contribute to the team’s efforts.

Grit

Grit is often a determining factor between success and failure—this is true on the court or field, as well as in institutes of higher learning and in the workplace. Simply put, grit is the innate desire to persevere and achieve, despite any previous failures or challenging obstacles in the way. In sports, we often hear the phrase, “It’s not the size of the dog in the fight, but the size of the fight in the dog.” This level of competitiveness and grit is certainly nurtured through experiences with competitive sports and other athletic activities. Likewise, perseverance through trial and error in school and in a future career will be critical to lifelong achievement.