Sara was a lively 4-year-old in a local preschool program. While she was always curious and
appeared interested in classroom activities, her attention would quickly wander. This behavior was particularly noticeable during story time. Sara would begin the session sitting attentively, facing the teacher. Within minutes, however, she would be stretched out on the floor, playing with objects around her or trying to attract the attention of children nearby. These behaviors were disruptive and distracting to the teacher and other students.

One way to look at the situation is to conclude that Sara is controlling, seeking attention, and immature. After all, story time is a valuable learning experience and beneficial to all. If Sara is not attentive during the readings or explanations of activities, she obviously has a problem- or does she?
Sara's teacher chose to look at her behaviors from another perspective: An environmental influence might be causing Sara to"tune out" during story time and in other situations. By questioning her, the teacher learned Sara was a precocious reader and had already heard many of the stories shared in class. In fact, she had read some of them herself at home. What was new for the other students was "old stuff" for Sara. A similar situation was occurring when instructions were given by the teacher; Sara could quickly grasp what was being asked for in most instances and did not always need the details or repetitions given.

Questions from Sara's Case Study
1. What are some things that Sara's teacher may modify to better match Sara's abilities and
characteristics?

2. Why are teachers quick to determine that the "problem" is always with the child?

3. What would be the likely result of trying to "fix" the child rather than addressing the behavior?