Re: Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE MEETING

[Guest guest]

I would also ask for a Functional Behavior Analysis. That information can

be used to form a Behavior Intervention Plan. It is the school's

responsibility to address the behaviors you mentioned.

Denying services is not a Free Approbate Education. Her rights have been

violated!

Check on the web for slaw. This web site is very good to explain

educational rights.

**************Big savings on Dell XPS Laptops and Desktops!

(http://pr.atwola.com/promoclk/100126575x1220433404x1201394533/aol?redir=http:%2\

F%2Fad.doubl

eclick.net%2Fclk%3B214133109%3B36002181%3Bk)

[Guest guest]

Caroline I am so sorry I missed your email -I drove today for a class trip and

was gone all morning. I saw your chat message around 6:30 AM and had sent you

back a quick note to call me at 772 335 5135 but you may have missed that? Hope

this isn't too late to answer -but I would have suggested to hold off on the

meeting anyway. It sounds to me like you need to reevaluate the therapy and/or

therapist/program for your daughter as it sounds like in addition to them not

being compliant with her IEP, whatever else is going on is inappropriate and

creating secondary behavioral issues. Your daughter is verbal disabled and

obviously not able to express to you what is going on.

Whomever you took her to outside for the evaluation perhaps can help you

advocate for appropriate services in district or in out of district placement?

What state are you in? Personally based on what you wrote I would go for out of

district placement.

I would not assume you need a behavioral analysis for your daughter based on

what you wrote because to me it's clear that she's an intelligent child that is

aware that she is either being pushed to do something she can't do; treated as

if she can't do things that she can but needs help on; or something else that is

creating great frustration for her. She is crying and saying NO! -showing her

frustration - that's a sign of intelligence! To me it's also a clear sign that

things are very wrong -and again to me it sounds like it goes beyond the not

being compliant with one on one therapy that she is supposed to receive.

Who knows what else is going on there. I have a story from one of the parents

in this group who's child is now an adult that he remembers being in 1st grade

and his teacher was complaining (right in front of him) to another teacher about

him being in her class by saying " I can't believe this child is in my class.

He's brain dead " He wasn't able to tell his mother when he was that age -and

then when he was able to he didn't want to because he knew it would hurt his

mother. But at 13 years old he told her...and she called me crying and told me.

She said " He carried this with him all these years " Shame on them!

I'm going to speak to a few people later on about what you can do -but stories

like this are the reason we need more awareness and advocacy and laws to protect

our population of verbal disabled children. If your daughter was hearing

impaired it would be highly unlikely any of this would happen. I am so sorry

for you and your child and family that there to this day still isn't enough

advocacy in place for the verbal disabled. But in whatever way we can as a

group we will help you through this. Go give your daughter a huge hug and talk

to her even if she can't say everything to you yet. Let her know that you are

going to help her through this and let her know that you understand she is

frustrated. Perhaps purchase some clay and see if you can have her act out in

clay what is going on at school that is upsetting her so much.

Even if you already had the IEP meeting don't worry about it -we'll get them to

meet with you again. They can't get away with what they are doing. And who

knows- perhaps in the long run this will be a good thing because to me it shows

she needs to be removed from this destructive environment immediately. Again

let us know what state you are in and we can help you look into out of district

placement.

Oh and PS -here's the severity intervention matrix

http://www.cherab.org/information/speechlanguage/therapymatrix.html

And here are a few reasons for one on one therapy for an apraxic

http://www.cherab.org/information/speechlanguage/therapyintensity.html

=====

[Guest guest]

Iam in Los angeles, California, Also I have heard from a friend that when I go

through an advocate , the school will hire  more than one lawyer, but my concern

is my daughter dont need a lot of services which costs them  much  like another

student with autism and mental health or anything else, So they have to finish

this, cause when they pay for lawyer it is the same services I need.

________________________________

From: kiddietalk <kiddietalk@...>

Cc: c_yassa@...

Sent: Wednesday, April 22, 2009 10:54:10 AM

Subject: [ ] Re: Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

Caroline I am so sorry I missed your email -I drove today for a class trip and

was gone all morning. I saw your chat message around 6:30 AM and had sent you

back a quick note to call me at 772 335 5135 but you may have missed that? Hope

this isn't too late to answer -but I would have suggested to hold off on the

meeting anyway. It sounds to me like you need to reevaluate the therapy and/or

therapist/program for your daughter as it sounds like in addition to them not

being compliant with her IEP, whatever else is going on is inappropriate and

creating secondary behavioral issues. Your daughter is verbal disabled and

obviously not able to express to you what is going on.

Whomever you took her to outside for the evaluation perhaps can help you

advocate for appropriate services in district or in out of district placement?

What state are you in? Personally based on what you wrote I would go for out of

district placement.

I would not assume you need a behavioral analysis for your daughter based on

what you wrote because to me it's clear that she's an intelligent child that is

aware that she is either being pushed to do something she can't do; treated as

if she can't do things that she can but needs help on; or something else that is

creating great frustration for her. She is crying and saying NO! -showing her

frustration - that's a sign of intelligence! To me it's also a clear sign that

things are very wrong -and again to me it sounds like it goes beyond the not

being compliant with one on one therapy that she is supposed to receive.

Who knows what else is going on there. I have a story from one of the parents in

this group who's child is now an adult that he remembers being in 1st grade and

his teacher was complaining (right in front of him) to another teacher about him

being in her class by saying " I can't believe this child is in my class. He's

brain dead " He wasn't able to tell his mother when he was that age -and then

when he was able to he didn't want to because he knew it would hurt his mother.

But at 13 years old he told her...and she called me crying and told me. She said

" He carried this with him all these years " Shame on them!

I'm going to speak to a few people later on about what you can do -but stories

like this are the reason we need more awareness and advocacy and laws to protect

our population of verbal disabled children. If your daughter was hearing

impaired it would be highly unlikely any of this would happen. I am so sorry for

you and your child and family that there to this day still isn't enough advocacy

in place for the verbal disabled. But in whatever way we can as a group we will

help you through this. Go give your daughter a huge hug and talk to her even if

she can't say everything to you yet. Let her know that you are going to help her

through this and let her know that you understand she is frustrated. Perhaps

purchase some clay and see if you can have her act out in clay what is going on

at school that is upsetting her so much.

Even if you already had the IEP meeting don't worry about it -we'll get them to

meet with you again. They can't get away with what they are doing. And who

knows- perhaps in the long run this will be a good thing because to me it shows

she needs to be removed from this destructive environment immediately. Again let

us know what state you are in and we can help you look into out of district

placement.

Oh and PS -here's the severity intervention matrix

http://www.cherab. org/information/ speechlanguage/ therapymatrix. html

And here are a few reasons for one on one therapy for an apraxic

http://www.cherab. org/information/ speechlanguage/ therapyintensity .html

=====

[Guest guest]

I sent you an email to discuss my case , also I need to tell you i had done the

evalution private first outsise the school district , also after she was

diagonised with Apraxia,  they add only 10 minutes to one section a group, she

is more bad than any time else with the group cause they are not the same age,

after that the school done an assessment last week, they said OH, she is like 8,

9 years old she can understand us, but the problem she cant explain to me why

she is sad?

How can I face them, and I know they are lying, cause once a day , I saw my

daughter from the outside door, was pulling with another kids group, and she is

crying, but noone can see what I saw by my eyes. Hhhhhh..., they doesnt know I

was there oon another place to see her in the school.

they did now mistakes, and how can you tell them, if I say my daughter says to

me no speech or I took with another kids, they will find there hole to say she

doesnt need the service she says but acullay only me can know that+I watched her

from another place outside the door of school.

I know you can say oh Is this a mad woman? but I love her evenI die, how can i

say? they will say oh you hiding, how can I do this, in the other hand they did

the same mistakes in the new school , this is really unhonest.

Iam in Los Angeles, California , Iam here 4years ago, I spoke two languages in

home. her IEP suppose to BE AFTER 11 DAYS, and I WILL BRING A RECORD < TAPE< NOT

SIGN THE PAPER UNTIL EVERYTHING IS OK> IS THIS RIGHT OR NO.

PLEASE ADVISE ME AS SOON AS YOU CAN.

CAROLINE

________________________________

From: kiddietalk <kiddietalk@...>

Cc: c_yassa@...

Sent: Wednesday, April 22, 2009 10:54:10 AM

Subject: [ ] Re: Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

Caroline I am so sorry I missed your email -I drove today for a class trip and

was gone all morning. I saw your chat message around 6:30 AM and had sent you

back a quick note to call me at 772 335 5135 but you may have missed that? Hope

this isn't too late to answer -but I would have suggested to hold off on the

meeting anyway. It sounds to me like you need to reevaluate the therapy and/or

therapist/program for your daughter as it sounds like in addition to them not

being compliant with her IEP, whatever else is going on is inappropriate and

creating secondary behavioral issues. Your daughter is verbal disabled and

obviously not able to express to you what is going on.

Whomever you took her to outside for the evaluation perhaps can help you

advocate for appropriate services in district or in out of district placement?

What state are you in? Personally based on what you wrote I would go for out of

district placement.

I would not assume you need a behavioral analysis for your daughter based on

what you wrote because to me it's clear that she's an intelligent child that is

aware that she is either being pushed to do something she can't do; treated as

if she can't do things that she can but needs help on; or something else that is

creating great frustration for her. She is crying and saying NO! -showing her

frustration - that's a sign of intelligence! To me it's also a clear sign that

things are very wrong -and again to me it sounds like it goes beyond the not

being compliant with one on one therapy that she is supposed to receive.

Who knows what else is going on there. I have a story from one of the parents in

this group who's child is now an adult that he remembers being in 1st grade and

his teacher was complaining (right in front of him) to another teacher about him

being in her class by saying " I can't believe this child is in my class. He's

brain dead " He wasn't able to tell his mother when he was that age -and then

when he was able to he didn't want to because he knew it would hurt his mother.

But at 13 years old he told her...and she called me crying and told me. She said

" He carried this with him all these years " Shame on them!

I'm going to speak to a few people later on about what you can do -but stories

like this are the reason we need more awareness and advocacy and laws to protect

our population of verbal disabled children. If your daughter was hearing

impaired it would be highly unlikely any of this would happen. I am so sorry for

you and your child and family that there to this day still isn't enough advocacy

in place for the verbal disabled. But in whatever way we can as a group we will

help you through this. Go give your daughter a huge hug and talk to her even if

she can't say everything to you yet. Let her know that you are going to help her

through this and let her know that you understand she is frustrated. Perhaps

purchase some clay and see if you can have her act out in clay what is going on

at school that is upsetting her so much.

Even if you already had the IEP meeting don't worry about it -we'll get them to

meet with you again. They can't get away with what they are doing. And who

knows- perhaps in the long run this will be a good thing because to me it shows

she needs to be removed from this destructive environment immediately. Again let

us know what state you are in and we can help you look into out of district

placement.

Oh and PS -here's the severity intervention matrix

http://www.cherab. org/information/ speechlanguage/ therapymatrix. html

And here are a few reasons for one on one therapy for an apraxic

http://www.cherab. org/information/ speechlanguage/ therapyintensity .html

=====

[Guest guest]

I still am confused. what is a functional behavioral analysis? Which

professional is best at doing this test. How long is the data gathering period?

What warrants the test? Where is it best done, in the clinic, home, school, 

where the child spends time the most? After the info is gathered, what's next?

thanks

________________________________

From: " Sandimarcus@... " <Sandimarcus@...>

Sent: Wednesday, April 22, 2009 12:07:43 PM

Subject: Re: [ ] Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

I would also ask for a Functional Behavior Analysis. That information can

be used to form a Behavior Intervention Plan. It is the school's

responsibility to address the behaviors you mentioned.

Denying services is not a Free Approbate Education. Her rights have been

violated!

Check on the web for slaw. This web site is very good to explain

educational rights.

************ **Big savings on Dell XPS Laptops and Desktops!

(http://pr.atwola. com/promoclk/ 100126575x122043 3404x1201394533/ aol?redir=

http:%2F% 2Fad.doubl

eclick.net%2Fclk% 3B214133109% 3B36002181% 3Bk)

[Guest guest]

I would not want anyone to do a functional behavioral analysis of my child if he

was essentially nonverbal and all of a sudden developed a negative behavior in

regards to the school. The first thing I'd look at would be the classroom

placement or teacher or therapist's methods as being inappropriate to that

child. What if that child is apraxic? To me it would be a sign something is

wrong and I wouldn't assume from the above that it was with my child's behavior

if he was apraxic and had a limited way of communicating fear or frustration.

Behavioral therapy is not required nor appropriate for the typical apraxic. A

child that has motor planning, weakness, sensory issues needs OT and ST to teach

them how to talk, do activities to bring them up to speed. Of course there are

today many more children with a duel diagnosis of autism as well as apraxia and

in that situation you would want to have a functional behavioral analysis with a

professional that is knowledgeable about working with apraxia as well as autism.

In the original message again the parent was explaining a situation which was a

sudden onset behavioral issue which to me indicates something wrong is happening

in the school that is further frustrating the child. I was very concerned for

this child's placement when I read the email and my first thought is that the

child needs an advocate and perhaps to be pulled from this placement. The

parent explained some of what she saw the teacher doing which she was upset

with. This parent is now working with Jill who runs support in California and

I'm hoping now has enough assistance and information to further advocate for her

child.

Here's more info on this:

" This month's Special Educator deals with

behavior management strategies. Nothing can

be a greater detriment to a student's academic

or social success (or a teachers experiencing

the " joy of teaching " ) than inappropriate

disruptive behaviors. We now recognize that

disruptive behaviors often times are attempts

to communicate a student's fear, anger and

frustration and not merely expressions of

non-compliance and self-indulgence "

www.usu.edu/teachall/text/behavior/behavstrat.pdf

=====

[Guest guest]

A functional behaviorial analyis (FBA) is usually done by the school

psychologist. IT is done by collecting data on the child such as the types of

negative or undesirable behaviors, the frequency and where it occurs. IT is then

determine what the desire from the behavior, for example, some kids act out to

avoid doing school work, or they're seeking attention, or its frustration etc

etc. Observations are recorded to the setting and triggers that set the child

off. From there, a behavior plan can be determined to redirect the child into

appropriate or acceptable behaviors.

>

> I still am confused. what is a functional behavioral analysis? Which

professional is best at doing this test. How long is the data gathering period?

What warrants the test? Where is it best done, in the clinic, home, school, 

where the child spends time the most? After the info is gathered, what's next?

>

> thanks

>

>

>

>

> ________________________________

> From: " Sandimarcus@... " <Sandimarcus@...>

>

> Sent: Wednesday, April 22, 2009 12:07:43 PM

> Subject: Re: [ ] Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

>

>

>

>

>

> I would also ask for a Functional Behavior Analysis. That information can

> be used to form a Behavior Intervention Plan. It is the school's

> responsibility to address the behaviors you mentioned.

>

> Denying services is not a Free Approbate Education. Her rights have been

> violated!

>

> Check on the web for slaw. This web site is very good to explain

> educational rights.

>

>

> ************ **Big savings on Dell XPS Laptops and Desktops!

> (http://pr.atwola. com/promoclk/ 100126575x122043 3404x1201394533/ aol?redir=

http:%2F% 2Fad.doubl

> eclick.net%2Fclk% 3B214133109% 3B36002181% 3Bk)

>

>

[Guest guest]

thanks, but what if the trigger/s of the behavior, or the behavior  can not be

observed, how long should the data collection continue on for? My child is

unable to describe her feelings appropriately. She expresses her dismay through

the use of her fist and feet. The school claimed that the manifestation is far

and few in between but it is violent enough to summon me to come and pick her.

The behavioral plan is not working.

________________________________

From: seeramona <lorirosen@...>

Sent: Friday, May 8, 2009 5:49:55 PM

Subject: [ ] Re: Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

A functional behaviorial analyis (FBA) is usually done by the school

psychologist. IT is done by collecting data on the child such as the types of

negative or undesirable behaviors, the frequency and where it occurs. IT is then

determine what the desire from the behavior, for example, some kids act out to

avoid doing school work, or they're seeking attention, or its frustration etc

etc. Observations are recorded to the setting and triggers that set the child

off. From there, a behavior plan can be determined to redirect the child into

appropriate or acceptable behaviors.

>

> I still am confused. what is a functional behavioral analysis? Which

professional is best at doing this test. How long is the data gathering period?

What warrants the test? Where is it best done, in the clinic, home, school, 

where the child spends time the most? After the info is gathered, what's next?

>

> thanks

>

[Guest guest]

my daughter is autistic, she also has CAPD, expressive and receptive speech

delay, which was fully disclosed to the teachers. They stated in their report of

one incident when she became violent, " using insulting words to the teachers " .

To me it seems that they were saying that she intentionally  cursing and

insulting them with the malicious intent of an adult of their level. She has the

Barbie and Disney princess DVD, and she knows that the word " witch " and " ugly " .

Those are the words she knows and uses. I recorded her when she has tantrums, so

I could study what other words can she use as insulting. These are the two words

that she uses for others when she is frustrated with them.  yes, she has a very

very limited way of communicating her fear and frustration, what can be done

from here on, What different methodologies are out there?we are going to meet up

for another IEP.

________________________________

From: kiddietalk <kiddietalk@...>

Sent: Friday, May 8, 2009 1:50:26 PM

Subject: [ ] Re: Fw: NEED HELP AS SOON AS YOU CAN BEFORE THE

MEETING

I would not want anyone to do a functional behavioral analysis of my child if he

was essentially nonverbal and all of a sudden developed a negative behavior in

regards to the school. The first thing I'd look at would be the classroom

placement or teacher or therapist's methods as being inappropriate to that

child. What if that child is apraxic? To me it would be a sign something is

wrong and I wouldn't assume from the above that it was with my child's behavior

if he was apraxic and had a limited way of communicating fear or frustration.

Behavioral therapy is not required nor appropriate for the typical apraxic. A

child that has motor planning, weakness, sensory issues needs OT and ST to teach

them how to talk, do activities to bring them up to speed. Of course there are

today many more children with a duel diagnosis of autism as well as apraxia and

in that situation you would want to have a functional behavioral analysis with a

professional that is knowledgeable about working with apraxia as well as autism.

In the original message again the parent was explaining a situation which was a

sudden onset behavioral issue which to me indicates something wrong is happening

in the school that is further frustrating the child. I was very concerned for

this child's placement when I read the email and my first thought is that the

child needs an advocate and perhaps to be pulled from this placement. The parent

explained some of what she saw the teacher doing which she was upset with. This

parent is now working with Jill who runs support in California and I'm hoping

now has enough assistance and information to further advocate for her child.

Here's more info on this:

" This month's Special Educator deals with

behavior management strategies. Nothing can

be a greater detriment to a student's academic

or social success (or a teachers experiencing

the " joy of teaching " ) than inappropriate

disruptive behaviors. We now recognize that

disruptive behaviors often times are attempts

to communicate a student's fear, anger and

frustration and not merely expressions of

non-compliance and self-indulgence "

www.usu.edu/ teachall/ text/behavior/ behavstrat. pdf

=====