RE: Re: ABA Therapy

June 6, 2008

Hi Irma,

Thank you very much for your input- you are right, you can never ask for too

much. I'm still learning more about ABA. is participating in discrete

trials and we do see an improvement in his confidence. He just loves the verbal

praise when he does something well and is more focused/engaged as a result. He

is working on receptive, labeling and self-help programs. Data collection has

been helpful and I also get copies of maintenance programs.

I'm still learning all the nuances with our school district and of course don't

want to miss the boat of opportunity if it's there. You know the old saying, " if

you don't ask, you don't get " .

Best,

To: @...: itcanfield@...: Fri, 6 Jun 2008

16:15:36 +0000Subject: Re: ABA Therapy

, That one month depending on how much your son has made progress withina

certain goal is still very important.What area are you focusing on? Depends on

his data, this is the baseline that should answer this.Like is it on manding

(request), his receptive, labeling, self-helpskills, or academic skills. You

would like to make sure on any positive progress reaching acertain goal, it

probably has given him a positive impact for hisself-esteem. Have you noticed

this yet? You know your son the best, you know his potential.You can never ask

for too much. See if they could provide some home training during this time. Has

any of this been mentioned? Generalization and Maintenance, What is it?*

Maintenance-keeping skills over time.* Generalization- using skills in different

situations. Unable to answer your question if the school is obligated to apply

ABAservice, as every district varies. I would see it something like theESY

program on whatever IEP goal being worked on to carry over.Hopefully someone

here could answer this for you.Wishing you luck here that something will be

worked out. Irma,19,DS/ASD>> Hi Everyone,> > 's reclassification

meeting will be held on 6/10 (he turns 5yrs. on 8/25) and I wanted to get your

advice in terms of how toprepare for it. Any suggestions?> > One of the issues

that I would like to discuss is ABA therapy. will be participating in his

school's summer program (M-TH, 5 hours aday from June 30th - August 7th). He

will continue to receive all ofhis therapies as usual. My question is what about

the month he is offbefore the regular school year begins? will receive 1

hour perweek of OT through a private agency during the summer. PT will consistof

going to our town pool as often as possible. My concern is ABA. Amonth without

discrete trials seems too long. Does the district havean obligation to to

provide ABA during this time? Or do mostfamilies just take a break? > > Thanks

for your input as always.> > Best,> > > > > [Non-text portions of this

message have been removed]>

August 5, 2009

Just another personal comment...

When I think this through, you know, I'm not getting any younger (I'm 44).

My hubby and I decided to have kids late and so I have a 2-1/2 year old

besides a child with multiple diagnosis (which feels like a full-time job as

it is with all the therapies, medical appointments, etc. etc. - you all

know!) We finally have in school, in a routine, Clara will be going

to pre-school a few mornings a week (so I can actually get things done

around here!), and life was just starting to feel a little more " normal " for

whatever that means or is worth... so now comes along the ABA " opportunity "

(probably the right program... maybe? but most likely the wrong time).

is learning at her pace (like you said Sara about Elie) and loves

school, and I guess I'm feeling like if it ain't broke don't fix it...

Heidi

August 5, 2009

Hi Heidi,

I think you need to follow your gut but check out the ABA program before you

rule it out completely. I would also question and check what your daughter is

being taught and ask for data to support the teacher's statements. I am a sped

advocate and have never been to a school meeting for any child and been told

that they aren't making progress. Sometimes those statements are true but most

times they are not. My own granddaughter had trouble reading in 1st grade. My

son and DIL agreed to let the school retain her, ignoring my objections. She

received extra help for a few years. My son and DIL asked that I not intercede

during those years. I reluctantly honored their wishes. She could barely read in

3rd grade and my son and DIL were consistantly told that she was making slow and

steady progress. My son and DIL refused to let me attend any school meetings but

finally agreed to ask key questions so I wrote down some questions for them to

ask at the meeting,

what grade level was she reading at and where is the data to support her

progress. The s--- hit the fan. Finally my DIL realized that MIL was not the

trouble maker with the school and my concerns were justified. Sadly my

grandaughter lost opportune years of learning. I was allowed to attend her

school meetings after that day. The school put her on an IEP with intensive

reading services. She remains behind in reading. I told you this story becuase

my granddaughter is a typical student with an average IQ, The school couldn't

point fingers that she had a cognitive disability and was not able to learn like

other students. Most times there is such low expectation of our children that

they are barely taught anything. I question becuase her testing is very low

although testing is just one piece of the whole child. Keep a watchful eye on

what is being taught and data to support progress.

Charlyne

Subject: Re: Re: ABA therapy

To:

Date: Wednesday, August 5, 2009, 3:00 PM