How much you reflect on events: I make decisions about events as they happen. I change my behaviour or actions as events happen. I think about events and reasons for actions afterw

Directions: Please complete the following “parental discussion scenario” involving a student you have in your class who exhibits attentional issues / ADHD type symptoms.
You are an elementary teacher (or school counselor) working at Soaring Dreams Elementary School. You pick the age/grade level. Jimmy is a new student who enrolled in the last month of last school year. After conducting the initial universal screening (i.e., academic assessments and behavioral concerns) in the beginning of the year, you and the “Support-Team” identify Jimmy as a student who has some academic issues but more importantly has difficulty maintaining attention, sitting still, and completing tasks. He also exhibits impulsive behavior and occasionally becomes over-emotional with peers. The S-Team shares with you that his previous teacher the year before witnessed similar issues, but never contacted the parents with the thought that his behavior was due to attending a new school. After discussing Jimmy’s case with the S-Team, the team decides that you will need to contact his parents to set up a meeting. It is recommended that Jimmy receives one, 45 minute counseling session per week to receive cognitive-behavioral support.
You must contact the parents and request permission for Jimmy to participate. The parents did not show up for back to school night or respond to welcome emails.
What is your strategy? How will you go about discussing his ADHD symptoms because you are not a physician? How will you suggest to his parent(s) that they should contact his pediatrician? How will you convince Jimmy’s parents to provide permission for the cognitive-behavioral strategy group? How will you navigate trust?