Re: Vitamin d3 ...50,000 iu

[Guest guest]

Is that a misprint? 50,000iu? My son takes 4,000iu a day.

Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

Margaret

Sent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,

"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."

THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.

No wonder they have problems.

Steve

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> Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

[Guest guest]

Are you giving 50000 iu a day ?Sent from my iPhoneNeisy Nieto SchoenPh. Fx.

Is anyone using this with their asd children? I found it locally through vitamedmd and my son is responding well... I dissolve it and he takes it no problem.

Sent from Yahoo! Mail on Android

From:

a Bijos ;

To:

sList <sList >;

Subject:

Re: Re: disturbed by behavior of classmates

Sent:

Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point. If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad"

things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true. Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they? If, as you propose, the autism coach take the "loud" kids to another room during

math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help.Also, personally, I would refer to the "loud" kids as "the ones that are clearly misplaced and not receiving meaningful instruction". To call them "loud"...I'm appalled.Sent from a's iPhoneOn Feb 29, 2012, at 1:53 AM, Hardworking Teacher

wrote:

Sandy,

you said previously that you child was in general ed and that he now is in a high functioning cluster class. I get the feeling that he never really had any significant behavior problems like those you describe he has to witness in his class, am I right?

If so, why did you want the school to write an FBA on him? A functional behavior assessment is written for kids who need a formal behavior plan, also known as a PBIP. The FBA is written first and then the results of this assessment is implemented in the PBIP. I don't understand why you wanted an FBA unless he had significant behaviors? Did he have SIBs (self injurious behaviors) earlier on? Unless he has significant behaviors, ordinary classroom managent plans are usually put in place to "nip behaviors in the bud" before they get bigger. I have a feeling that this is what your school tried to tell you when they hesitated to write an FBA.

Many parents do not like having a PBIP attached to his IEP. There is a certain stigma here and parents (and educators) may be afraid it could prevent the child from entering certain private schools should the parent later on want to place their child there. Anyone who reads the child's IEP can see that there is a PBIP and although they may not tell you directly, there are some private organizations/schools that will not accept students with PBIPs. I have one friend who has a private school for kids with disabilities, and she does not want to receive kids with PBIPs in her daytime program or her aftercare program. EasyIEP is online and those with access can go back and read everything there is from day one. Having a PBIP tells people that the child has had or still has serious behavior problems BEYOND what can be handled by ordinary classroom management

strategies. In 99% of all cases, we are now talking about aggression, such as hitting, scratching, kicking and biting other children, tantrumming, throwing furniture, and also SIBs. In other words DANGER. Can you see now Sandy, that if your child did not have serious issues like these, the school may have hesitated to write the FBA?

You are right, a PBIP is labor intensive in that when implemented correctly all the parties or the team (which includes the parents) need to meet often to adjust the plan. However, it has always been my experience that it is extra pressure on the working mom and dad we refer to when we say "labor intensive", not the school.

All students who are restrained (using PCM, or Professional Crisis Management) have an FBA and a PBIP in place. I bet the students in your child's class have aspergers paired with EBD (emotional behavior disorder). They are probably highly verbal ? (just ask your son). If so, this is a very difficult issue in that they often are unable to participate in gen ed classes (due to disruptive behaviors) and the only other place they can be is in an EBD cluster. If the behaviors are new, it could be because these kids were mainstreamed until recently, and perhaps they have been moved back to more cluster time because their behaviors have increased. Contrary to common belief, disruptive behaviors do not decrease around this time of the year, like one member here said. No, these behaviors increase now that it is FCAt time again. Fcat writing started today.

If you decide to discuss this with your kid's teacher, how are you going to approach it? Are you planning to suggest that the PBIP kids are being moved out, and if so, where should they go? What do you think their parents will feel about that? I would think that some of these parents are members here on this list.

If you suggest that your son should be removed, then where would you like him to go? To another school? I am sure you realize how difficult this is.

I have discussed this issue with a hundred ( yeah, really) or so teachers around the USA since I first read about this, and the only solution we can come up with right now would be to have your autism coach take the loud kids with her to another classroom during reading and math. This would ensure that the other kids get to focus on their academics and prepare for the FCAT with their classroom teacher. Your principal may object to this only because there are probably no empty classrooms available in your school. However, your principal should be willing to try this because he/she wants good FCAT scores and no more problems from you parents. In addition, he/she does not need to pay any extra for having the autism coach do this (she is there anyway). Your poor teacher will be thrilled because she is sick and tired of not getting to teach. She is really the one who gets burned out

here.

You may want to refer to the kids who need to be restrained as the "loud and disruptive children". You owe it to your school to send a letter or e-mail to your AP, principal and ESE specialist requesting these changes before you take it higher up. I would urge you not to tell anyone who you are. You may send a regular letter to the school and apologize for not telling them your name. After all, you are a concerened parent who is looking out for her child and extremely worried about his academic progress ( it does not matter if he is taking the FCAT or the FAA). Both tests are important to you, to him and to the school district. You do not mean to harm anyone.

You can do it! Thanks for making a difference.

H.T.

To: sList Sent: Tuesday, February 28, 2012 2:54 PMSubject: Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

MargaretSent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

[Guest guest]

How does it help ?

Is anyone using this with their asd children? I found it locally through vitamedmd and my son is responding well... I dissolve it and he takes it no problem.

Sent from Yahoo! Mail on Android

From:

a Bijos ;

To:

sList <sList >;

Subject:

Re: Re: disturbed by behavior of classmates

Sent:

Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point. If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad"

things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true. Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they? If, as you propose, the autism coach take the "loud" kids to another room during

math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help.Also, personally, I would refer to the "loud" kids as "the ones that are clearly misplaced and not receiving meaningful instruction". To call them "loud"...I'm appalled.Sent from a's iPhoneOn Feb 29, 2012, at 1:53 AM, Hardworking Teacher

wrote:

Sandy,

you said previously that you child was in general ed and that he now is in a high functioning cluster class. I get the feeling that he never really had any significant behavior problems like those you describe he has to witness in his class, am I right?

If so, why did you want the school to write an FBA on him? A functional behavior assessment is written for kids who need a formal behavior plan, also known as a PBIP. The FBA is written first and then the results of this assessment is implemented in the PBIP. I don't understand why you wanted an FBA unless he had significant behaviors? Did he have SIBs (self injurious behaviors) earlier on? Unless he has significant behaviors, ordinary classroom managent plans are usually put in place to "nip behaviors in the bud" before they get bigger. I have a feeling that this is what your school tried to tell you when they hesitated to write an FBA.

Many parents do not like having a PBIP attached to his IEP. There is a certain stigma here and parents (and educators) may be afraid it could prevent the child from entering certain private schools should the parent later on want to place their child there. Anyone who reads the child's IEP can see that there is a PBIP and although they may not tell you directly, there are some private organizations/schools that will not accept students with PBIPs. I have one friend who has a private school for kids with disabilities, and she does not want to receive kids with PBIPs in her daytime program or her aftercare program. EasyIEP is online and those with access can go back and read everything there is from day one. Having a PBIP tells people that the child has had or still has serious behavior problems BEYOND what can be handled by ordinary classroom management

strategies. In 99% of all cases, we are now talking about aggression, such as hitting, scratching, kicking and biting other children, tantrumming, throwing furniture, and also SIBs. In other words DANGER. Can you see now Sandy, that if your child did not have serious issues like these, the school may have hesitated to write the FBA?

You are right, a PBIP is labor intensive in that when implemented correctly all the parties or the team (which includes the parents) need to meet often to adjust the plan. However, it has always been my experience that it is extra pressure on the working mom and dad we refer to when we say "labor intensive", not the school.

All students who are restrained (using PCM, or Professional Crisis Management) have an FBA and a PBIP in place. I bet the students in your child's class have aspergers paired with EBD (emotional behavior disorder). They are probably highly verbal ? (just ask your son). If so, this is a very difficult issue in that they often are unable to participate in gen ed classes (due to disruptive behaviors) and the only other place they can be is in an EBD cluster. If the behaviors are new, it could be because these kids were mainstreamed until recently, and perhaps they have been moved back to more cluster time because their behaviors have increased. Contrary to common belief, disruptive behaviors do not decrease around this time of the year, like one member here said. No, these behaviors increase now that it is FCAt time again. Fcat writing started today.

If you decide to discuss this with your kid's teacher, how are you going to approach it? Are you planning to suggest that the PBIP kids are being moved out, and if so, where should they go? What do you think their parents will feel about that? I would think that some of these parents are members here on this list.

If you suggest that your son should be removed, then where would you like him to go? To another school? I am sure you realize how difficult this is.

I have discussed this issue with a hundred ( yeah, really) or so teachers around the USA since I first read about this, and the only solution we can come up with right now would be to have your autism coach take the loud kids with her to another classroom during reading and math. This would ensure that the other kids get to focus on their academics and prepare for the FCAT with their classroom teacher. Your principal may object to this only because there are probably no empty classrooms available in your school. However, your principal should be willing to try this because he/she wants good FCAT scores and no more problems from you parents. In addition, he/she does not need to pay any extra for having the autism coach do this (she is there anyway). Your poor teacher will be thrilled because she is sick and tired of not getting to teach. She is really the one who gets burned out

here.

You may want to refer to the kids who need to be restrained as the "loud and disruptive children". You owe it to your school to send a letter or e-mail to your AP, principal and ESE specialist requesting these changes before you take it higher up. I would urge you not to tell anyone who you are. You may send a regular letter to the school and apologize for not telling them your name. After all, you are a concerened parent who is looking out for her child and extremely worried about his academic progress ( it does not matter if he is taking the FCAT or the FAA). Both tests are important to you, to him and to the school district. You do not mean to harm anyone.

You can do it! Thanks for making a difference.

H.T.

To: sList Sent: Tuesday, February 28, 2012 2:54 PMSubject: Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

MargaretSent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

=

[Guest guest]

How does it help ?

Is anyone using this with their asd children? I found it locally through vitamedmd and my son is responding well... I dissolve it and he takes it no problem.

Sent from Yahoo! Mail on Android

From:

a Bijos ;

To:

sList <sList >;

Subject:

Re: Re: disturbed by behavior of classmates

Sent:

Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point. If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad"

things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true. Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they? If, as you propose, the autism coach take the "loud" kids to another room during

math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help.Also, personally, I would refer to the "loud" kids as "the ones that are clearly misplaced and not receiving meaningful instruction". To call them "loud"...I'm appalled.Sent from a's iPhoneOn Feb 29, 2012, at 1:53 AM, Hardworking Teacher

wrote:

Sandy,

you said previously that you child was in general ed and that he now is in a high functioning cluster class. I get the feeling that he never really had any significant behavior problems like those you describe he has to witness in his class, am I right?

If so, why did you want the school to write an FBA on him? A functional behavior assessment is written for kids who need a formal behavior plan, also known as a PBIP. The FBA is written first and then the results of this assessment is implemented in the PBIP. I don't understand why you wanted an FBA unless he had significant behaviors? Did he have SIBs (self injurious behaviors) earlier on? Unless he has significant behaviors, ordinary classroom managent plans are usually put in place to "nip behaviors in the bud" before they get bigger. I have a feeling that this is what your school tried to tell you when they hesitated to write an FBA.

Many parents do not like having a PBIP attached to his IEP. There is a certain stigma here and parents (and educators) may be afraid it could prevent the child from entering certain private schools should the parent later on want to place their child there. Anyone who reads the child's IEP can see that there is a PBIP and although they may not tell you directly, there are some private organizations/schools that will not accept students with PBIPs. I have one friend who has a private school for kids with disabilities, and she does not want to receive kids with PBIPs in her daytime program or her aftercare program. EasyIEP is online and those with access can go back and read everything there is from day one. Having a PBIP tells people that the child has had or still has serious behavior problems BEYOND what can be handled by ordinary classroom management

strategies. In 99% of all cases, we are now talking about aggression, such as hitting, scratching, kicking and biting other children, tantrumming, throwing furniture, and also SIBs. In other words DANGER. Can you see now Sandy, that if your child did not have serious issues like these, the school may have hesitated to write the FBA?

You are right, a PBIP is labor intensive in that when implemented correctly all the parties or the team (which includes the parents) need to meet often to adjust the plan. However, it has always been my experience that it is extra pressure on the working mom and dad we refer to when we say "labor intensive", not the school.

All students who are restrained (using PCM, or Professional Crisis Management) have an FBA and a PBIP in place. I bet the students in your child's class have aspergers paired with EBD (emotional behavior disorder). They are probably highly verbal ? (just ask your son). If so, this is a very difficult issue in that they often are unable to participate in gen ed classes (due to disruptive behaviors) and the only other place they can be is in an EBD cluster. If the behaviors are new, it could be because these kids were mainstreamed until recently, and perhaps they have been moved back to more cluster time because their behaviors have increased. Contrary to common belief, disruptive behaviors do not decrease around this time of the year, like one member here said. No, these behaviors increase now that it is FCAt time again. Fcat writing started today.

If you decide to discuss this with your kid's teacher, how are you going to approach it? Are you planning to suggest that the PBIP kids are being moved out, and if so, where should they go? What do you think their parents will feel about that? I would think that some of these parents are members here on this list.

If you suggest that your son should be removed, then where would you like him to go? To another school? I am sure you realize how difficult this is.

I have discussed this issue with a hundred ( yeah, really) or so teachers around the USA since I first read about this, and the only solution we can come up with right now would be to have your autism coach take the loud kids with her to another classroom during reading and math. This would ensure that the other kids get to focus on their academics and prepare for the FCAT with their classroom teacher. Your principal may object to this only because there are probably no empty classrooms available in your school. However, your principal should be willing to try this because he/she wants good FCAT scores and no more problems from you parents. In addition, he/she does not need to pay any extra for having the autism coach do this (she is there anyway). Your poor teacher will be thrilled because she is sick and tired of not getting to teach. She is really the one who gets burned out

here.

You may want to refer to the kids who need to be restrained as the "loud and disruptive children". You owe it to your school to send a letter or e-mail to your AP, principal and ESE specialist requesting these changes before you take it higher up. I would urge you not to tell anyone who you are. You may send a regular letter to the school and apologize for not telling them your name. After all, you are a concerened parent who is looking out for her child and extremely worried about his academic progress ( it does not matter if he is taking the FCAT or the FAA). Both tests are important to you, to him and to the school district. You do not mean to harm anyone.

You can do it! Thanks for making a difference.

H.T.

To: sList Sent: Tuesday, February 28, 2012 2:54 PMSubject: Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

MargaretSent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

=

[Guest guest]

nooooo.....once a week. To: "sList " <sList > Sent: Wednesday, February 29, 2012 7:30 PM Subject: Re: Vitamin d3 ...50,000 iu

Are you giving 50000 iu a day ?Sent from my iPhoneNeisy Nieto SchoenPh. Fx.

Is anyone using this with their asd children? I found it locally through vitamedmd and my son is responding well... I dissolve it and he takes it no problem.

Sent from Yahoo! Mail on Android

From:

a Bijos ;

To:

sList <sList >;

Subject:

Re: Re: disturbed by behavior of classmates

Sent:

Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point. If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad"

things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true. Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they? If, as you propose, the autism coach take the "loud" kids to another room during

math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help.Also, personally, I would refer to the "loud" kids as "the ones that are clearly misplaced and not receiving meaningful instruction". To call them "loud"...I'm appalled.Sent from a's iPhoneOn Feb 29, 2012, at 1:53 AM, Hardworking Teacher

wrote:

Sandy,

you said previously that you child was in general ed and that he now is in a high functioning cluster class. I get the feeling that he never really had any significant behavior problems like those you describe he has to witness in his class, am I right?

If so, why did you want the school to write an FBA on him? A functional behavior assessment is written for kids who need a formal behavior plan, also known as a PBIP. The FBA is written first and then the results of this assessment is implemented in the PBIP. I don't understand why you wanted an FBA unless he had significant behaviors? Did he have SIBs (self injurious behaviors) earlier on? Unless he has significant behaviors, ordinary classroom managent plans are usually put in place to "nip behaviors in the bud" before they get bigger. I have a feeling that this is what your school tried to tell you when they hesitated to write an FBA.

Many parents do not like having a PBIP attached to his IEP. There is a certain stigma here and parents (and educators) may be afraid it could prevent the child from entering certain private schools should the parent later on want to place their child there. Anyone who reads the child's IEP can see that there is a PBIP and although they may not tell you directly, there are some private organizations/schools that will not accept students with PBIPs. I have one friend who has a private school for kids with disabilities, and she does not want to receive kids with PBIPs in her daytime program or her aftercare program. EasyIEP is online and those with access can go back and read everything there is from day one. Having a PBIP tells people that the child has had or still has serious behavior problems BEYOND what can be handled by ordinary classroom management

strategies. In 99% of all cases, we are now talking about aggression, such as hitting, scratching, kicking and biting other children, tantrumming, throwing furniture, and also SIBs. In other words DANGER. Can you see now Sandy, that if your child did not have serious issues like these, the school may have hesitated to write the FBA?

You are right, a PBIP is labor intensive in that when implemented correctly all the parties or the team (which includes the parents) need to meet often to adjust the plan. However, it has always been my experience that it is extra pressure on the working mom and dad we refer to when we say "labor intensive", not the school.

All students who are restrained (using PCM, or Professional Crisis Management) have an FBA and a PBIP in place. I bet the students in your child's class have aspergers paired with EBD (emotional behavior disorder). They are probably highly verbal ? (just ask your son). If so, this is a very difficult issue in that they often are unable to participate in gen ed classes (due to disruptive behaviors) and the only other place they can be is in an EBD cluster. If the behaviors are new, it could be because these kids were mainstreamed until recently, and perhaps they have been moved back to more cluster time because their behaviors have increased. Contrary to common belief, disruptive behaviors do not decrease around this time of the year, like one member here said. No, these behaviors increase now that it is FCAt time again. Fcat writing started today.

If you decide to discuss this with your kid's teacher, how are you going to approach it? Are you planning to suggest that the PBIP kids are being moved out, and if so, where should they go? What do you think their parents will feel about that? I would think that some of these parents are members here on this list.

If you suggest that your son should be removed, then where would you like him to go? To another school? I am sure you realize how difficult this is.

I have discussed this issue with a hundred ( yeah, really) or so teachers around the USA since I first read about this, and the only solution we can come up with right now would be to have your autism coach take the loud kids with her to another classroom during reading and math. This would ensure that the other kids get to focus on their academics and prepare for the FCAT with their classroom teacher. Your principal may object to this only because there are probably no empty classrooms available in your school. However, your principal should be willing to try this because he/she wants good FCAT scores and no more problems from you parents. In addition, he/she does not need to pay any extra for having the autism coach do this (she is there anyway). Your poor teacher will be thrilled because she is sick and tired of not getting to teach. She is really the one who gets burned out

here.

You may want to refer to the kids who need to be restrained as the "loud and disruptive children". You owe it to your school to send a letter or e-mail to your AP, principal and ESE specialist requesting these changes before you take it higher up. I would urge you not to tell anyone who you are. You may send a regular letter to the school and apologize for not telling them your name. After all, you are a concerened parent who is looking out for her child and extremely worried about his academic progress ( it does not matter if he is taking the FCAT or the FAA). Both tests are important to you, to him and to the school district. You do not mean to harm anyone.

You can do it! Thanks for making a difference.

H.T.

To: sList Sent: Tuesday, February 28, 2012 2:54 PMSubject: Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

MargaretSent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

[Guest guest]

nooooo.....once a week. To: "sList " <sList > Sent: Wednesday, February 29, 2012 7:30 PM Subject: Re: Vitamin d3 ...50,000 iu

Are you giving 50000 iu a day ?Sent from my iPhoneNeisy Nieto SchoenPh. Fx.

Is anyone using this with their asd children? I found it locally through vitamedmd and my son is responding well... I dissolve it and he takes it no problem.

Sent from Yahoo! Mail on Android

From:

a Bijos ;

To:

sList <sList >;

Subject:

Re: Re: disturbed by behavior of classmates

Sent:

Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point. If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad"

things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true. Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they? If, as you propose, the autism coach take the "loud" kids to another room during

math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help.Also, personally, I would refer to the "loud" kids as "the ones that are clearly misplaced and not receiving meaningful instruction". To call them "loud"...I'm appalled.Sent from a's iPhoneOn Feb 29, 2012, at 1:53 AM, Hardworking Teacher

wrote:

Sandy,

you said previously that you child was in general ed and that he now is in a high functioning cluster class. I get the feeling that he never really had any significant behavior problems like those you describe he has to witness in his class, am I right?

If so, why did you want the school to write an FBA on him? A functional behavior assessment is written for kids who need a formal behavior plan, also known as a PBIP. The FBA is written first and then the results of this assessment is implemented in the PBIP. I don't understand why you wanted an FBA unless he had significant behaviors? Did he have SIBs (self injurious behaviors) earlier on? Unless he has significant behaviors, ordinary classroom managent plans are usually put in place to "nip behaviors in the bud" before they get bigger. I have a feeling that this is what your school tried to tell you when they hesitated to write an FBA.

Many parents do not like having a PBIP attached to his IEP. There is a certain stigma here and parents (and educators) may be afraid it could prevent the child from entering certain private schools should the parent later on want to place their child there. Anyone who reads the child's IEP can see that there is a PBIP and although they may not tell you directly, there are some private organizations/schools that will not accept students with PBIPs. I have one friend who has a private school for kids with disabilities, and she does not want to receive kids with PBIPs in her daytime program or her aftercare program. EasyIEP is online and those with access can go back and read everything there is from day one. Having a PBIP tells people that the child has had or still has serious behavior problems BEYOND what can be handled by ordinary classroom management

strategies. In 99% of all cases, we are now talking about aggression, such as hitting, scratching, kicking and biting other children, tantrumming, throwing furniture, and also SIBs. In other words DANGER. Can you see now Sandy, that if your child did not have serious issues like these, the school may have hesitated to write the FBA?

You are right, a PBIP is labor intensive in that when implemented correctly all the parties or the team (which includes the parents) need to meet often to adjust the plan. However, it has always been my experience that it is extra pressure on the working mom and dad we refer to when we say "labor intensive", not the school.

All students who are restrained (using PCM, or Professional Crisis Management) have an FBA and a PBIP in place. I bet the students in your child's class have aspergers paired with EBD (emotional behavior disorder). They are probably highly verbal ? (just ask your son). If so, this is a very difficult issue in that they often are unable to participate in gen ed classes (due to disruptive behaviors) and the only other place they can be is in an EBD cluster. If the behaviors are new, it could be because these kids were mainstreamed until recently, and perhaps they have been moved back to more cluster time because their behaviors have increased. Contrary to common belief, disruptive behaviors do not decrease around this time of the year, like one member here said. No, these behaviors increase now that it is FCAt time again. Fcat writing started today.

If you decide to discuss this with your kid's teacher, how are you going to approach it? Are you planning to suggest that the PBIP kids are being moved out, and if so, where should they go? What do you think their parents will feel about that? I would think that some of these parents are members here on this list.

If you suggest that your son should be removed, then where would you like him to go? To another school? I am sure you realize how difficult this is.

I have discussed this issue with a hundred ( yeah, really) or so teachers around the USA since I first read about this, and the only solution we can come up with right now would be to have your autism coach take the loud kids with her to another classroom during reading and math. This would ensure that the other kids get to focus on their academics and prepare for the FCAT with their classroom teacher. Your principal may object to this only because there are probably no empty classrooms available in your school. However, your principal should be willing to try this because he/she wants good FCAT scores and no more problems from you parents. In addition, he/she does not need to pay any extra for having the autism coach do this (she is there anyway). Your poor teacher will be thrilled because she is sick and tired of not getting to teach. She is really the one who gets burned out

here.

You may want to refer to the kids who need to be restrained as the "loud and disruptive children". You owe it to your school to send a letter or e-mail to your AP, principal and ESE specialist requesting these changes before you take it higher up. I would urge you not to tell anyone who you are. You may send a regular letter to the school and apologize for not telling them your name. After all, you are a concerened parent who is looking out for her child and extremely worried about his academic progress ( it does not matter if he is taking the FCAT or the FAA). Both tests are important to you, to him and to the school district. You do not mean to harm anyone.

You can do it! Thanks for making a difference.

H.T.

To: sList Sent: Tuesday, February 28, 2012 2:54 PMSubject: Re: Re: disturbed by behavior of classmates

I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-)

Hi Sandy,

I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?

Just wondering if that would help.

Thanks

MargaretSent from my iPhone

I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong.

I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration.

Thanks for your support.

Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,

> I hope some of you will make

suggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My son

is so disturb ed by all of this

behavior that he begs to be mainstreamed all day and sometimes he d

[Guest guest]

My daughter takes 5,000 iu daily and that's because she was deficient on a blood test.~Sent via BlackBerry by AT&TSender: sList Date: Thu, 1 Mar 2012 12:12:47 -0800 (PST)To: sList <sList >ReplyTo: sList Subject: Re: Vitamin d3 ...50,000 iu 50,000 iu a week to start with then, 1000 iu a day. To: sList Sent: Wednesday, February 29, 2012 6:20 PM Subject: Re: Vitamin d3 ...50,000 iu Is that a misprint? 50,000iu? My son takes 4,000iu a day. Re: Re: disturbed by behavior of classmates I've been wondering about that. I am not involved with Card right now. I may call them tomorrow. Thanks for the suggestion. :-) Hi Sandy,I am very new to this but I read everything I can to learn the most I can. My son is only two and he was diagnosed a little over a month ago. Isn't your situation something that the CARD office would help you with?Just wondering if that would help. ThanksMargaretSent from my iPhone I've just been communicating with a couple of other parents and I'm very uncomfortable with what I've been hearing about things going on in that class. I really hope its due to to the teacher's misconceptions and desperation. I think/hope she's just doing things with good intentions that aren't helping. They are creating stress and bad habits. The other moms see her the same way. I will be sick if we're wrong. I'm definitely writing some letters and I'm going to copy in supervisors several levels up. A couple of parents were told at school that nothing can be done.... that means the school Admin and maybe even the Area are not behind the teachers with this behavior stuff. Qualified outside people need to get involved now.... maybe even some one to look at the school administration. Thanks for your support. Hi Sandy,"If they misbehave they lose treasure box but if they lose Treasure Box they tantrum."THIS IS BAD PROCEDURE. Negative reinforcement is not errorless teaching. There should not be negative reinforcement, only positive reinforcement. This is basic behavior management, this classroom needs a Qualified Behavior Specialist to address classroom behavior policies.No wonder they have problems.Steve> > > > > > > > > > > > > > > > > > > > > > Hello everyone,> I hope some of you will makesuggestions about this situation. My son is in a "high functioning" cluster classroom with a mixture of 3rd, 4th, and 5th graders. He is mainstreamed for Science, SS, Specials, Lunch and Recess. The problem is that about five of his classmates have very frequent, often daily "melt downs" - tantrums, screaming, kicking, etc. I mean, at least two big tantrums happen daily and sometimes they all tantrum in the same day - some kids do it more than once a day. That is almost 1/2 of the class! One child must be restrained regularly (a couple of parents witnessed the restraint on two different occasions and felt that it was appropriate and that the child was safe.) Evidently the kids get each other riled up and it becomes a vicious cycle. I haven't seen this with my own eyes but my son and other parents and students have told me about it. The teacher doesn't deny it. She said, "Its a little loud in there this year". My sonis so disturb ed by all of thisbehavior that he begs to be mainstreamed all day and sometimes he d

[Guest guest]

was this prescribed by a doctor? How did you determine the dosage?

Re: Re: disturbed by behavior of classmates

Sent: Wed, Feb 29, 2012 8:13:35 PM

I don't know, but i really doubt that the school agreed to perform the FBA just to appease a parent and from Sandy's email it seems that a behavior plan was developed after the FBA...which means there were challenges not being addressed. If the FBA had found nothing of value, what would be entered in this kid's IEP that could raise a red flag to whoever decided to check it? I don't get your point.

If my kid needed help and the school wasn't doing enough I wouldn't care what kind of info went into his record...if anything I would be glad to have it be a testimony to the school's disregard and failure to comply with child find. And along with a note that an FBA has been performed and a behavioral plan formulated, the results from the assessment would be part of the IEP along with the techniques that were being used, right? So there should be no reason to wonder how "bad" things were...and if things were that "bad"...there should also be progress reports showing how well the kid was responding.

About the removal of kids with behavioral plans from the classroom, parents aren't really the ones making the choice, so why would she have a suggestion? The school administration needs to find the problem and act accordingly, be it to send the kids to another school or another classroom. These kids are wrongly placed and we aren't doing them any favors keeping things the way they are. I've met plenty of parents who were clueless as to what went on with their kids in the classroom, it's sad but true.

Yes, they're getting in the way of other children's instruction but they can't be learning much themselves, can they?

If, as you propose, the autism coach take the "loud" kids to another room during math and reading, what happens to them? When do they get to have their math time and 90-min reading block? With the coach? It seemed to me that it's not only 1 or 2 kids... Would the coach be able to handle the kids on her own? What if she's needed somewhere else in the school, she's not a sub teacher, she has her own duties to perform every day and what with all the budget cuts I doubt she has an assistant or any kind of help