Primary Characteristics

Type 1
- Avoids and "forgets" responsibilities
- Makes endless excuses for poor performance
- Is easily distracted and tends to give up easily
- Appears unmotivated
- Lacks introspection
- Is friendly and easygoing
- Becomes firmly entrenched in this pattern by age ten or so

Treatment
- Expose gap between intentions and actions
- Stress connection between efforts and outcomes, choices and consequences
- With young children use evaluation forms between home and school
- Positively reinforce effort as well as grades
- With older children confront excuses methodically and supportively

Type II
- Has excessive anxiety
- Overestimates real or imagined difficulties
- Underestimates personal resources and abilities
- Depends on reassurance and approval from authority

Treatment
- Teach relaxation techniques
- Confront perfectionistic expectations
- Teach effective coping strategies to bolster personal resources
- Provide information concerning personal abilities
- Develop more internal locus of control

Type III
- Is intensely introspective and preoccupied with identify issues
- Engages in long, involved emotional and philosophical discussions and arguments
- Underachieves selectively

Treatment
- Interact on an equal level showing empathy, genuineness, warmth, and unconditional positive regard for the student
- Listen actively to serve as a sounding board
- Use vocational interest testing as needed.

Type IV
- Persistently violates social norms and basic rights of others with no remorse
- Blatantly manipulates others
- Seeks power and control over other people
- Is impulsive and seeks immediate gratification
- Has low frustration tolerance
- Blames others for problems
- Feels good for nothing, masked by bravado
- Generally comes from abusive home environment

Treatment
- Show empathy without condoning unacceptable behavior
- Discover and use what they value as rewards where appropriate
- Expose and explain the manipulative binds they create
- Teach more appropriate ways to satisfy needs
- Teach self-control and delay of gratification
- Provide corrective experiences

Type V
- Behaves with oppositionality, negativism, and stubbornness
- Persistently opposes authority and "the system," in spite of negative consequences
- Often has a history of temper tantrums in the "terrible two's"

Treatment
- Avoid power struggles
- Provide acceptable choices to foster appropriate decision making and independence
- Avoid giving in to tantrums
- Discuss impact and consequences of child's behavior and how to deal with it in the child's hearing
- Model and teach assertive skills

Additional Resources

GET OFF MY BRAIN: A SURVIVAL GUIDE FOR LAZY STUDENTS, Randall McCutcheon, Free Spirit Publishing Co., Minneapolis, MN (Paper), 1-800-735-7323

GIFTEDNESS, CONFLICT AND UNDERACHIEVEMENT, Joanne Rand Whitmore, Allyn & Bacon, Inc., Boston, MA (Hard), 617-455-1200

REACHING THE GIFTED UNDERACHIEVING: PROGRAM AND STRATEGY DESIGN, Patricia L. Supplee, Teacher's College Press, Columbia University, New York, NY (Paper), 212-678-3929

UNDERACHIEVEMENT SYNDROME: CAUSES AND CURES, Sylvia B. Rimm, Apple Publishing Co., Watertown WI (Paper), 414-261-1118

Contact: Noretta Bingaman, Special Education Advisor
(Penn*Link E-Mail Address) Special Education:
(Internet Address) 00specialed@psupen.psu.edu
PA Dept. of Education
Division of Planning and Analysis
7th Floor, 333 Market Street
Harrisburg, PA 17126-0333
717-783-6913
TDD 717-787-7367