Re: Re: Advise please

[Guest guest]

I have to say I really like this answer by cresannakarhl. It is much more

helpful and practical for your immediate situation than my advice. When I used

to work in the school system in California, I often ran into a similar problem

with the stubborness of children with downs syndrome. I once sat in a tennis

court for 1 1/2 hours with one little boy. I was determined to see how long he

would sit their before following our direction to get dressed and go back to

class.

I do believe that to make a meaningful difference in the future of children

with these type of behaviors you need to start from the ground up and work on

instructional control in a comprehensive manner. However, sometimes when you are

looking for an answer to an immediate problem you need to have a list of tricks

that works. I agree with all of the ideas listed below and have used most if

not all of them.

The tag-teaming approach mentioned was particularly useful. When a child

chooses not to listen to an adult, sometimes bringing another adult in allows

the child to make a better choice without feeling like he lost face in the

situation. Often once the child sits down it is not so much about not going

where you want him to, but more about not handing control over to the adult who

demanded it.

cresannakahrl <cresannakahrl@...> wrote:

First, you are not alone ... just in case you felt that way. I've

had this problem with several of the children I work with and it is

frustrating. Different strategies work with different kids. I agree

with the other response that talked about looking at the big picture -

reinforcement, etc. That is very important. BUT ... in the

meantime, here's a few quick ideas ...

Will he respond to the offer of an immediate reinforcer at

transitions? For example, offering an M & M, sticker, etc when he gets

to his desk, whatever he likes. If you don't know what reinforcers

he likes, make finding that out a priority.

With one child, who is high-functioning, I've made him " practice "

later on. For example, if he has to be carried to class from the

bus, he goes to time out. Then, later on when he wants to look at a

book (his reinforcer), he has to practice coming up from the bus the

right way 3 times. (at that point he's motivated, because he wants

the book) Or, when it's on the way to lunch, he has to go back to the

classroom and try again until he gets it right.

Sometimes, ignoring the child while they sit on the floor works ...

they eventually get up and go where they are supposed to ...

sometimes.

With one little guy who sits down in the hallway, I've tried walking

on without him until I'm out of his sight, (obviously still keeping

an eye on him from around the corner). This works for him, b/c he

doesn't like being left alone, and isn't one who will run off

somewhere. A hand mirror is really helpful if you're doing this, so

you can check on him without him seeing you.

Will he walk for someone else? Sometimes, tag-teaming works in this

situation. Someone else comes along, maybe because you pre-planned

it, and he gets up and goes with them because it's a different person

making the demand.

Those are just a few quick ideas ... hope something is helpful.

>

> Does anyone have any advice for how to address particular behavior

such

> as-

> passive resistance: Student collapses to ground and is dead weight-

> usually when transitioning, sometimes to avoid task. Student is

quite

> heavy and it becomes difficult to pick them up to make them follow

> through.

> Thanks for any comments.

>

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