In a typical 3rd grade classroom setting, Chaim exhibited behaviors that indicated he was struggling.

• He displayed age-inappropriate behaviors.
• Chaim got into fights with classmates.
• He was oppositional to teacher instructions and sat in class without filling in work. 

While the focus remained on managing his behaviors, a key academic factor went largely unnoticed. At the time, Chaim’s comprehension skills were at a Kindergarten level. Although his reading fluency was only slightly below grade level, the gap between reading accuracy and understanding made it challenging for him to engage meaningfully in a mainstream environment — and may help explain the behaviors observed.

‍Would the Tomim Program help Chaim?

In his typical 8th grade classroom setting, Sholom exhibited challenging behaviors and a lack of academic progress.

• He frequently interrupted and struggled to wait his turn. 
• Sholom was disorganized, often losing school materials and not following directions. 
• He could not focus long enough to finish a worksheet. 

Although Sholom was extremely social with his 23 classmates, his struggles in the classroom led his parents to explore whether he might learn better in an alternative school. They searched for a smaller, more tailored environment that could provide the support Sholom needed, while still allowing him to be part of a mainstream social scene.

‍Would the Tomim Program help Sholom? 

The Tomim program director connected Chaim with a reading specialist for comprehension intervention and auditory processing support. Tomim also incorporated conceptual language development, helping Chaim build frameworks to understand ideas and express himself. Through this individualized instruction and consistent support, Chaim developed confidence and strengthened his skills. He is now approaching grade level, participating successfully, and has stopped acting out, improving his social standing.

Sholom worked with an excellent BCBA who created a program to help him learn to control his impulses, become more organized, and improve his focus. With his targeted program implemented in the smaller Tomim group, he was able to reach academic success. Spending recess and extracurricular time with the mainstream Darchai class filled his need for a vibrant social life. Shalom is now thriving in and out of the classroom.