Maths apps and hyper vigilance

[Whatthechicken]

Every week my 9 year old is supposed to complete a certain number of challenges on a maths app at home. When he does complete the tasks on the computer, he does very badly. I have reported this to his teacher and previous teachers quite a few times and what I believe are the reasons behind it.

He is hyper vigilant, he notices and takes in everything around him. When people walk in, what they do, what they put down, what they pick up, what mood they are in. I’ve described his memory as photographic/eidetic before because he can also recall all of this information long after it’s happened. It must be exhausting for him, but it does work for spellings, facts and when I misplace things.

However, this bloody app just creates to much stimuli for him, the sounds, the colours, the movement, the timer - just seem to push him over his threshold and he freezes/panics and can’t think straight. Then he just guesses quickly to get to the end of the session. I have told school this app does not recognise his needs - they are due to be assessed on the app later in the year. At home we do the paper version, because I see no point in putting an 9 year old under pressure when a paper version does the job - and he gets everything right.

I’ve requested that he is assessed on a paper version instead. Personally I think that is a reasonable adjustment to request. They have said they will add a ‘next’ button for him, so he doesn’t necessarily have the time pressure. Surely a paper test would be easier than adding an extra button. It just feels like they are being bloody minded about it.

Just to add, he loves computers, and is very good with them, but this app just does not work for him.

A paper version does seem like a reasonable adjustment to me, although I do wonder whether it would give the detailed report and comparisons that it would were he to take the computer based one. Computer based ones can do all sorts of fancy stuff like consider how long was taken per question, what he might have struggled with based on the timings (some kids get careless later on in the paper, some kinds might spend ages on anything to do with division or whatever), but if he really struggles it must be better to do it on paper than get inaccurate data!

I wonder whether you could get a simpler version by accessing it on a desk top or laptop and using safe mode or something? And adjusting the brightness and filter, or zooming in or out to reduce visual clutter? Could he have subtitles on to reduce auditory stimuli if the noise is overwhelming? If nothing else, feedback should be given to the app developers via the school, he can't be the only one struggling.

Now that you say it, it does feel a bit inaccessible for kids whose neurodiversity is worsened by screens etc. As a teacher I genuinely hadn't thought of that, I just assumed that kids liked fun stuff, but the fact it might make them feel anxious had genuinely not occurred to me before I read this. I did have a problem with how constantly accessible or present the apps were. Gameification of education clearly isn't always a good idea! I guess if the end goal was for them to do a timed or computerised paper at the end of year 6 I could understand, but the sats are self timed and paper based, so it's not even like he is practicing for those.

I'm interested that they are assessing only through the app if it is only used for homework- or is the classwork delivered through it as well? That seems a little difficult and disadvantaging for kids who might not have the Internet or devices at home, as even if they have it in school they don't get as much time on it. To me it's madness that we can all just assume a 9 year old has a device that can have apps unless the school provides it. I'm not living in the dark ages, my two have tablets, but not for every day or even every week use necessarily, and I wouldn't want them on my devices because they are so impulsive they throw them around if they get cross. Mine might not yet be 9 but I don't know how much will be changing over the next few years to change that!

Could he maybe do his maths homework at a homework club at school so that they can observe him and notice it for themselves? That puts the onus on them to support him, and problems can be reported up from there too.

If he has an ehcp or access arrangements, I wonder whether you could include something about screens and overstimulation in it. Is the senco involved? Could they be?

Thank you so much for your detailed response. I will certainly look into your suggestions of screen brightness, sound etc.

He does love the apps, he loves anything computer based (I think it’s the colours and pixels, you tube was a very different experience for him than normal TV when he was a toddler. He would have a melt down if it was turned off). But he cannot focus when he’s on one with the precision needed to be assessed.

They had a boggle competition the other week, everyone had so much fun….except for him. The attention needed with such a task as well as everything else going on in the room, the excitement and the clock made him freeze. The other kids laughed at him, he walked out in tears. And yet tasks that do well with good memory - spellings, Science, facts, even maths on paper - he is amazing at. His memory is incredible - although it’s upsetting to think why it might be so good.

I think I’ve got a bit bloody minded with the school though too. He does an hour of reading/spellings/maths every school night, he never complains - but they were going to keep him in at break time for not completing the maths on the app.

My son will always try to fly below the radar if he can, will now draw positive or negative attention to himself and I’ve asked them to notice him especially when they don’t notice him - because that’s when he’s likely to really be struggling. His nanna died a few weeks ago, and when I asked how he’d been, they said ‘I wouldn’t have even known anything had happened if you’d not said’.

Senco aware of my kids, but they are not classed as needing much extra. Every year though I go through both of their ‘quirks’ (they are very different) with their new teachers, this year I feel like I’m talking to a wall.

I do think the school are struggling time wise, and there is an over reliance on apps. But he’s a really bright boy, and he could be an amazing card counter 😂. I’d hate him to miss out though, just because the method of assessment doesn’t suit him.

Also, I can always tell when he’s been on the computer at school - he get these weird red lines under his eyes. So goodness knows how hard he’s having to concentrate, the redlines don’t happen at home, but I guess he doesn’t have to worry so much about his environment here and who’s coming in or out.

It does sound as though it is specific circumstances, which in a way is good because there are specific things that can be accomodated. It might be worth pushing a bit harder with the senco for more recognition, maybe get virtual schools or the asf involved. At 9, I'm guessing he will be in year 4 or 5, but it won't be long before a secondary school transition (or at least talk of it starting) and if he is hyper vigilant and a bit anxious, specific accommodations should be made in primary so that they can be set in stone for secondary. I know it seems early, but it sounds like he is really struggling with high pressure timed environments with increased sensory input, and I'm just thinking that in secondary there may well be lots of app based learning, but also fast paced transitions. Some children go from 4 lessons a day to 6 or 8 with movement between the classrooms, incredibly busy transitions, possibly not with his class, and the threat of a detention if he is late.

I know it seems a bit much to extrapolate from maths app homework, but I think it is worth thinking about how much pressure to pile on a senco to get them to really, genuinely understand what the consequences of not dealing with it would be. The question I always ask (and usually gets me what he needs) is "should my child be feeling this way/doing this, and will you record on his file that you as a professional believe that this is an acceptable level of distress for him?" At the moment, it sounds like this goes beyond what i would consider a normal level of stress should be for a child. Nobody is saying they shouldn't get upset if they don't win at Boggle, or giddy of they win, but the level of what you are describing, the frequency and the severity is not typical, and is distressing for him. It is a mental health risk for a child who is made vulnerable by his previous experiences, and so it is important that his behaviour in school doesn't mask what you know to be the real issue. A senco once said to me it is an ehcp, and the h is for health- so if it is having a detrimental effect on his mental health, it needs to be altered. I keep that in mind for everything. School is a huge part of life for kids, and they deserve for people to be interested in getting it as right as for them. Also, the bolshiest parents get seen first, so don't be afraid to be polite but persistent. Firm but fair works a lot of the time- yes the school is time poor, but it will be even more time poor if his mental health means emotional based school avoidance, increased illness, poorer exam results etc, especially if it is a relatively easy fix. If he isn't definitely on the sen register, you can request that he is assessed for it on an semh basis- based on what you have said and any adoption history, it shouldnt be too onerous to get him onto it. he should then be eligible for specific, targeted support that supports his emotional needs, not his academic ones, which he seems to be ok with. I would be asking for extra pastoral support (learning mentor etc), possibly counselling or even a buddy scheme etc.

Also... get him counting cards ASAP, gotta take the perks where you can! What are we we on now, Oceans 19? 20? I'm sure you could quite easily become accustomed to that glam Vegas lifestyle!

Thank you so much! That was a really helpful post and you really understood, thank you. It is definitely the environment rather than his academic ability, he’s a smart kid…but the pressure!!

There has been an update, school says it is government mandated and he has to do it on the app, albeit with a ‘next’ button for him due to the timed pressure. I’ve told them I have not felt listened to, and I looked up the test on the gov website …and there are alternative paper tests available, but they should have been ordered at the end of last year. If they’d have really taken in what I’d explained to them at the beginning of last year, they would have ordered the paper test in time.

So, I’ve drawn attention to the above and reminded them that they do get Pupil Premium Plus for him, so the obvious solution to demonstrate that he is benefiting from his Pupil Premium Plus is to give him a lot of additional support prior to the tests….it will be interesting to see what they come back with.

Education was so important to me and my husband, II will not let my kids be at a disadvantage after everything else they have been through.

you are right, and I’m going to get more prepared for secondary. Up until now, school have been generally great, but this experience shows that this year, they have not clearly understood, or not taken my concerns seriously. I don’t want to get close to the end of another school year before they realise this again.

Is it TT Rockstars? That has a declutter mode and colour options: https://intercom.help/times-tables-rock-stars/en/articles/2652179-accessibility-options-ttrs

These kind of accessibility features should be (but perhaps aren't) built into all mainstream learning apps.

I completely get it- not allowing your kids to be disadvantaged in education is sometimes the only thing that adoptive parents have. We know we can fight their corner and that it will make a difference! It feels like fighting a hydra though, at every point you think you have thought of every possibility and planned for it, another new thing just seems to come along and upset the balance.

Definitely start any processes now because stuff takes months to go to various panels and meetings and get on waiting lists, so chances are even the most basic support might not kick in until September anyway. But it all adds up- for example he could get extra time for SATS, more breaks, things that might help him feel less anxious.

I would definitely plan on visiting secondary schools to get the feel for them (most will let you visit on an open day even of your child is younger) and once you have whittled them down, book in a specific meeting with the SEND team, starting conversations with the senco about local recommendations etc. What to do to prep for a secondary transition is a whole other post though😂happy to help with that when you get there!

For his aural overstimulation you could try Loop Earplugs
https://www.loopearplugs.com/collections/all?country=GB&gad_source=1&gadid=667739825417%3Ftw_source%3Dgoogle&tw_adid=667739825417&tw_campaign=12467809321&utm_id=12467809321

or Flare Audio ones https://www.flareaudio.com/products/calmer?variant=39419599781991.

They help my daughter.

I would work hard on teaching him techniques to calm his nervous system like listening to guided meditations at night, Paced Breathing app, look into the Safe Sound Protocol, weighted blanket, jumping, singing etc.

Have you tried Khan academy? It is very plain and free. You could possibly use it as a stepping stone to other maths apps.

Fabulous practical advice - thank you. Those earplugs look brilliant - I’m definitely going to try them. Never heard of that app, I’ll take a look. Thank you.

"should my child be feeling this way/doing this, and will you record on his file that you as a professional believe that this is an acceptable level of distress for him?"

This is an excellent question and one I ask regularly in all kinds of educational contexts. It’s also worth baring in mind that 9/10 is often the age additional support needs be or more apparent because as children move through the school the gaps between them and their peers become more obvious. I’d agree with starting much stronger conversations about your child’s needs now rather than waiting to see how things go for him.

Hi OP,
Is your child having the Multiplication Tables Check?
This is a national test set by the Standards and Testing Agency, and schools are not allowed to administer it on paper. The STA portal is not distracting and is quite simple- they should be able to suggest more simple options for practice.
I am not sure what you have read online, but schools are not permitted to use paper, because children are not permitted more than 6 seconds a question. I have administered this test in my school every year since it became statutory, and it has never been permitted.

The options the school have are:
-Disallow him, stating he cannot access the test. This is easy to do; I literally set it up for two children in my school today.

-Set access arrangements, which include: simplifying the screen, audio questions, higher or lower contrast backgrounds, the infamous pause button, larger print questions, and the use of an input assistant eg an adult who types in the answers the child dictates to them.

I do hope this is helpful!

Thank you @WittyUsername123 Unfortunately, anything on screen (no matter how plain), adds a massive distraction, because he is so worried about everything else in the room. have come to an agreement with the school. We have decided that:
he will take the test in a separate room with just a teacher, very plain walls and he will be reassured that no one else will be entering.
He will have lots of extra access to the practice test beforehand.
He will have the pause button.
He will be able to use the extra noise cancelling ear plugs as suggested by another poster above (he’s excited to test these out).

I am still disappointed that these tests were not communicated properly earlier, and disappointed that his needs were not taken seriously, even though every year I take time to meet each new teacher and explain their ‘quirks’. I really do feel like I’ve not been listened to (or prepped if he really needs to be exposed to this), but I do feel like the teachers are really stretched.

Unfortunately, I think the teacher he has now doesn’t that care much and I’m desperately waiting for the next academic year…she doesn’t even notice him…even though I’ve said he doesn’t want to be noticed and that when she should worry.

That all sounds very sensible- I would also encourage him to know that there is no ‘outcome’ from this test- it will not affect him in any way going forwards if he does not do well!

Thank you @WittyUsername123 I will.