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Scouting and Cognitive/Emotional Disability
Timothy J. Makatura
Scouts with cognitive/emotional disabilities present a unique set of issues and challenges to their leaders. However, increasing knowledge of the specific disability, methods of intervention and BSA policies regarding these issues will put the leader in a much better position to deal effectively with these challenges. The following information is presented as a first step to provide Scout leaders with some basic skills and information regarding these disabilities.
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Practical Steps to Assist Scouts with Cognitive/Emotional Disability
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Increase awareness that BSA makes special accommodations for Scouts with ADHD/Autism and other cognitive/emotional disabilities. The first step in assisting Scouts with ADHD, Autism or any other disability is to increase awareness of what is available within the BSA. It is best to provide this information during recruitment.
Clarify/Verify the diagnosis. In order to qualify for alternative requirements, a diagnosis MUST be made by a Psychiatrist, Psychologist, Pediatrician, Family Physician or Neurologist. This diagnosis helps to clarify the disorder but also helps to rule out other causes for the behavior. This diagnosis provides a name for the particular disability and the diagnostic report, which the Scout leader should have the opportunity to review, may also include general information about the disability, a behavioral description and recommendations for treatment.
Talk with the parents/guardians regarding services provided in the home and school. Most of the activities in Scouting tend to be educational/social and it is important to create the most effective environment for these activities. Since schools and parents provide the child’s learning environment, it is important to identify any special services or accommodations that are being provided in the home or classroom environment. These services should be considered when structuring the den or troop activity.
Find out about the particular disability. There are a number of resources to find out about any disability through the National Institute of Health, local agencies, hospitals and support groups. A brief review of ADHD and Autism is provided below:
Attention Deficit Hyperactivity Disorder (ADHD) occurs in many forms. It does not have clear physical signs that can be seen in an x-ray or a lab test. Rather, ADHD is diagnosed on the basis of certain characteristic behaviors that may differ slightly from one person to another. Scientists have not identified a cause behind all the different patterns of behavior associated with ADHD. Currently, ADHD is a diagnosis for children and adults who consistently display certain behaviors over a set period of time. These behaviors tend to fall into three categories: inattention, hyperactivity, and impulsivity. But not everyone who demonstrates behavior that is hyperactive, inattentive, or impulsive has an attention disorder. The frequency, intensity and duration of these behaviors must be taken into account. This is the reason that specialists are required to diagnose this disorder.
(American Psychiatric Association, 2000).-
Autism is a brain disorder that typically affects a person's ability to communicate, form relationships with others, and respond appropriately to the environment. Some people with autism have average speech and intellectual skills while other are mentally retarded, mute, or have serious language delays. For some, autism makes them seem closed off and shut down; others seem locked into repetitive behaviors and rigid thinking patterns. Persons with autism do not have exactly the same symptoms and deficits but they tend to experience problems in the area of social-interactive skills, communication, motor and sensory skills. There are also repetitive and obsessional styles of behavior that are associated with autism. Most children with autism seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interaction. This problem may become evident even in the first few months of life when the child does not interact or may avoid eye contact. There is also difficulty in interpreting facial expression or gestures.
(American Psychiatric Association, 2000)
Find out about the specific disability. Learning about a specific disability like ADHD or Autism is beneficial, however, there may be significant differences between individuals with the same diagnosis. Therefore, it is important to find out specific information about the cognitive/emotional condition from the parents. With their permission, it is also beneficial to get specifics about the individual’s behavior from teachers, therapeutic workers and guidance counselors.
From this information, you should be able to determine inappropriate behaviors as well as triggers for these behaviors. Find out what is being done in the home and in school to address these behaviors. Solicit suggestions from parents and professionals regarding methods to work effectively with the Scout.
Initiate accommodations in the den/pack/troop meetings and outings. There are a number of ways to develop and carry out accommodations for Scouts with cognitive disabilities. Here are a number of suggestions.
Approach every meeting and outing with a positive attitude.
Insure the safety of the all Scouts. It is best to have the parent attend meetings with the Scout and provide supervision and/or interventions during the Scout meeting. The Scout leader may then decide when that supervision can be lessened or withdrawn.
The parent and Scout leader should determine rules of behavior and consequences for inappropriate behavior in advance. They should also determine if any accommodations should be made for the tasks addressed in the meeting
The Scout leader should review with the group of boys what is expected from them when inappropriate behavior occurs
The Scout leader should inform the parent of the activity a few days in advance so that the child may be better prepared for the activity.
The Scout with a cognitive/emotional disability may need some special accommodations or strategies to help them learn. Many of these accommodations and strategies are simply good teaching methods and are listed below (www.boyscouts-marin.org)
Tell the Scouts in advance what they will learn
Provide a combination of visual, written and oral instructions since these help the Scout to focus and remember the key parts of a learning activity.
Repeat instructions often
Break large tasks into a set of smaller tasks or steps and monitor for completion of each step Make a written list of these steps and allow the Scout to cross off each step as it is completed. This method may also be used for any number of tasks.
Work on one step at a time.
Allow for extra time for some Scouts to compete certain steps
Have different (and adjustable) activities for faster and slower learners
Try to provide a quiet area with limited distractions.
Create a routine and expectations for each meeting.
Plan short breaks
Provide an area or time where the Scouts can move around and release excess energy.
Establish a clearly defined and posted system of rules and consequences for behavior.
A card or a picture may serve as a visual reminder to use the right behavior, like raising a hand instead of shouting out, or staying in a seat instead of wandering around the room.
Accept and praise each boy’s best effort in keeping with the Scout Oath. Never make comparisons.
Help everyone to understand that while fair means giving everyone what he need, it is not necessarily equal. (Weinstein, 1994)
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Review modification of requirements for membership and advancement. The following are the guidelines for membership and advancement in Scouting for persons having disabilities or other special needs. (www.boyscouts-marin)
The Boys Scouts of America follow the definition of disability that is presented in the American with Disabilities Act (ADA) of 1990. It states that:
"An individual is considered to have a 'disability' if s/he has a physical or mental impairment that substantially limits one or more major life activities (e.g., . . . seeing hearing, speaking, walking, breathing, performing manual tasks, learning, caring for oneself, and working), has a record of such impairment, or is regarded as having such an impairment. (www.usdoj.gov).
This definition includes individuals with severe and chronic mental or physical conditions. The ADA also protects individuals who have a record of disability but have recovered or shown significant progress.
Membership requirements may be adapted to meet the needs of the Scout. The chartered organization, with approval from appropriate medical authorities, may allow a youth member to register (based on the above definitions) beyond the normal registration age. The Unit leader (i.e. Cubmaster, Scoutmaster, etc.) must certify the approval of the charter organization for the person to register and the local council must also approve this registration. These situations are decided on an individual basis. The medical condition of all candidates for membership beyond the normal registration age must be certified by a physician licensed to practice medicine, or an evaluation statement must be certified by an educational administrator. Any corrective measures, restrictions, limitations, or abnormalities must be noted. In the case of mentally retarded or emotionally disturbed candidates for membership, their condition must be certified by a licensed psychologist or psychiatrist. Current health, medical, or certification records of all youth members beyond the normal registration age who have disabilities are to be retained in the Unit file at the council service center (www.scouting.org).
Cub Scout Program Advancement
:There are no alternative guidelines for Cub Scout Advancement for Scouts with cognitive or emotional disabilities. However, some modifications may be made since many of the requirements are signed off by the parents. In keeping with the spirit of the alternative requirements suggested for the Boy Scout program, I would suggest the following:
Allow the Scout to complete as many standard requirements as possible
Any modification of requirements should be fostered by the motto “Do Your Best” and allow the Scout to perform at the highest level of his ability
The Unit leader and parents should determine appropriate modifications before starting the advancement process.
Boy Scout Program
For the Boy Scouts, all current requirements for an advancement award must be actually met by the candidate. There are no substitutions or alternatives permitted except those which are specifically stated in the requirements as set forth in the current official literature of the Boy Scouts of America. Requests can be made for alternate rank requirements.
Guidelines for Pursuing Alternative Requirements
The physical or mental disability must be of a permanent rather than a temporary nature.
A clear and concise medical statement concerning the Scout's disabilities must be submitted by a licensed physician. In the alternative, an evaluation statement certified by an educational administrator may be submitted. For cognitive/emotional disabilities, a statement from a licensed psychologist may be submitted. The statement must state the doctor's opinion that the Scout cannot complete the requirement(s) because of a permanent disability.
The Scout, his parents, or leaders must submit to the council advancement committee, a written request that the Scout be allowed to complete alternative requirements for Tenderfoot, Second Class, or First Class rank. The request must explain the suggested alternate requirements in sufficient detail so as to allow the advancement committee to make a decision. The request must also include the medical statement required in paragraph two above. The written request for alternate requirements must be submitted to and approved by the local council prior to completing alternate requirements.
The Scout must complete as many of the regular requirements as his ability permits before applying for alternate requirements.
The alternate requirements must be of such a nature that they are as demanding of effort as the regular requirements.
When alternate requirements involve physical activity, they must be approved by the physician.
The unit leader and any board of review must explain that to attain Tenderfoot, Second Class, or First Class rank a candidate is expected to do his best in developing himself to the limit of his resources.
The written request must be approved by the council advancement committee, utilizing the expertise of professional persons involved in Scouting for disabled youth. The decision of the council advancement committee should be recorded and delivered to the Scout and his leader
(Table from www.usscouts.org)
Alternate Merit Badges for the Eagle Scout Rank
The Eagle Scout rank may be achieved by a Boy Scout, Varsity Scout, or qualified Venturer who has a physical or mental disability by qualifying for alternate merit badges. This does not apply to individual requirements for merit badges. Merit badges are awarded only when all requirements are met as stated.
The physical or mental disability must be of a permanent rather than a temporary nature.
A clear and concise medical statement concerning the Scout's disabilities must be made by a physician licensed to practice medicine, or an evaluation statement must be certified by an educational administrator.
The candidate must earn as many of the required merit badges as his ability permits before applying for an alternate Eagle Scout rank merit badge.
The candidate must complete as many of the requirements of the required merit badges as his ability permits.
The Application for Alternate Eagle Scout Award Merit Badges must be completed prior to qualifying for alternate merit badges.
The alternate merit badges chosen must be of such a nature that they are as demanding of effort as the required merit badges.
When alternates chosen involve physical activity, they must be approved by the physician.
The unit leader and the board of review must explain that to attain the Eagle Scout rank, a candidate is expected to do his best in developing himself to the limit of his resources.
The application must be approved by the council committee responsible for advancement, utilizing the expertise of professional persons involved in Scouting for people with special needs.
The candidate's application for Eagle must be made on the Eagle Scout Rank Application, with the Application for Alternate Eagle Scout Award Merit Badges attached.
(Table from www.usscouts.org)
In addition, there are a number of suggested alternatives for required merit badges that may provide a similar learning experience for the Scout. It is important for Unit leaders to use reasonable accommodation and common sense in the application of the alternate merit badge program. One reasonable accommodation is allowing for extended time to complete the requirements.
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Suggested Teaching Strategies |
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What Not to Do (Experts suggest that if a person with a cognitive/emotional disability could get away from their disability for just a few minutes and write a note to let others how to best deal with their behavior, the note would probably be something like this) Don’t Spoil Me. I know I should not get all I ask for. I am only testing you Don’t be afraid to be firm with me. I prefer to know where I stand Don’t use force with me. It teaches me that power is all that counts. I respond better to examples of what I should do Don’t be inconsistent. You’ll just confuse me and make me try harder to get away with anything I can Don’t make promises you can’t keep. I will learn not to trust you Don’t let me provoke you. If I say or do things to upset you, don’t blow up or I may do it again. I don’t mean it. I just want you to feel sorry for me. Don’t me feel smaller than I am. I’ll just make up for it by acting like a big shot. Don’t do things for me that I can do myself. This only makes me more dependent. Don’t give my bad habits a lot of attention. This only encourages me to keep showing these to you Don’t correct me in front of others. It is better to correct me quietly and in private. Don't discuss my behavior in the heat of conflict. I don't hear or cooperate well at this time. Do what needs to be done, but save the words for later. Don't preach to me. You'd be surprised how well I already know what's right and wrong Adapted from (Sloan, 2000) |
(Timothy
J. Makatura is a licensed psychologist and Webelos leader with
Pack 258, Greater Pittsburgh Council. He previously served
as a member of Troop 92, Campbell, OH as well as a Brotherhood member
of OA and Camp Staff at Camp Stambaugh, Mahoning Valley Council.
Send any questions regarding this document to timcapp@att.net)
References:
American Psychiatric Association (2000). Diagnostic and Statistical Manual IV – TR. Washington, DC: Author
Working With Scouts with Disabilities; http://www.boyscouts-marin.org/wwswd/alternate-considerations-general.htm; Website Editor: Pat Mei
Alternative Requirements; http://www.usscouts.org/advance/boyscout/bsrankalt.html; U.S. Scouting Service Project, February 2003
Sloan, B. (October, 2000). Unit Leaders and ADD. Scouting: A Family Magazine
Weinstein, C. (1994). Cognitive remediation strategies. Journal of Psychotherapy Practice and Research. 3(1), :44-57.
AMERICANS WITH DISABILITIES ACT of 1990; http://www.usdoj.gov/crt/ada/pubs/ada.txt
Scouts With Disabilities and Special Needs; http://www.scouting.org/factsheets/02-508.html