UNDERACHIEVEMENT

Key Information

Signs usually begin in third/fourth grade. Middle school or junior high usually marks the highest point of consistent underachievement. Some reverse in high school, but most continue the pattern into adulthood. The earlier you intervene the better.

Sylvia Rimm’s Trifocal Model

Assessment:

Communications

Changing Expectations

Identification

Correction of Deficiencies

Modifications at Home or School

Conforming/NonConforming Dependent

Conforming Dominant

NonConforming Dominant

Underachieving Behavior / Parents Can: / Teachers Can:
Conforming/NonConforming Dependent / * You may have to change your intuitive response to help foster independence.
* Especially for boys make sure they have a same gender role model.
*Dependent children avoid competition so you need to help the learn how to compete.
*Teach socialskills, deferred judgment.
*Have them do homework independently.
*Middle school students need to keep a weekly sheet indicating homework that is not completed. However, it works better if the child does not take around the sheet. / *Give a vote of confidence.
*Record Instructions.
*Help the student complete classwork independently.
*Teach goal setting.
*Teach organization strategies.
*Teach students the rules of thegrading game and link it to their personal control over test results.
*Facilitate social acceptance, have them tutor others.
*Be careful with punishments.
Confroming Dominant / *These students rarely fail courses, they do just enough to get by.
*Monitor Counter-Identification
*Dominant children usually live in highly competitive families.
*Develop intrinsic motivation.
*Parent messages should be focused on the academic. *Extra curricular activities are only important in that they help provide a full life.
*Teach them to be sensitive to others and accept criticism. / *Provide challenge and help them to see they do not always have to be the first or be the best.
*If the child is not challenged, grade or subject acceleration may be needed.
*Don’t criticize in front of peers. *Sarcasm and humor do not work.
*Help with Intrinsic Motivation.
*Need lots of help to prepare for college.
Noncomforming Dominant / *Reverse early childhood dominance.
*Avoid confrontations
*Be careful of their emotional ups and downs
*Threats of suicide should always be taken seriously.
*Encourage time alone.
*Maintain the positive.
*Unite together to parent.
*Get professional help. / *Form a Teacher-*Student Alliance
*Don’t Let Them *Dominate the Class.
*Avoid Arguments.
*Channel their Energy and Give them an Audience.
*Avoid Student Manipulation.
*Change Academic Grouping
*Provide a Sanctuary.
*Group most likely to use Alcohol or Drugs.

References:

Why Bright Kids Get Poor Grades and What You can Do about It by Dr. Sylvia Rimm. Three Rivers Press 1995.

Guiding the Social and Emotional Development of Gifted Youth by Dr. Jim Delisle.