Re: Revisiting IEP and Behaviour Management Plan...

[Guest guest]

My son has actually been asked to leave the school as they " don't have an

appropriate program " for him. This instead of making amendments to the IEP or

even doing an FBA. I know my rights and when and if we do leave the school we

will make changes to the IEP.

I would suggest you get an advocate to help you get what you need from your IEP

meeting. There are many volunteer advocate groups that can help

you....Parentsunitedforspecialed is another group run by an

advocate. I posted there and someone who lives in my city contacted me to help

me - no charge. The guy who started the group runs his own agency and may be

able to point you in the right direction. His name is E. , Sr.,

808 626-5640

Good luck!

>

> I am preparing for a meeting, likely next week, which I have formally

> requested. We need to revisit the IEP and Behaviour Management Plan, because

> NONE of it took his diagnosis into consideration, and my son is being

> CONTINUALLY punished for things he's not capable of.

>

>

>

> Can anyone share with me some ideas of things that MUST be included in his

> IEP/BMP? I will be pushing for an aide. but what other types of things

> should I be insistent on?

>

>

>

> Thanks in advance.

>

>

>

> =)

>

[Guest guest]

, that link or site didn't work. Is this for a specific town/county near you only? ThanksOn Tue, Nov 24, 2009 at 8:54 AM, M <rachelfran@...> wrote:

 

My son has actually been asked to leave the school as they " don't have an appropriate program " for him. This instead of making amendments to the IEP or even doing an FBA. I know my rights and when and if we do leave the school we will make changes to the IEP.

I would suggest you get an advocate to help you get what you need from your IEP meeting. There are many volunteer advocate groups that can help you....Parentsunitedforspecialed is another group run by an advocate. I posted there and someone who lives in my city contacted me to help me - no charge. The guy who started the group runs his own agency and may be able to point you in the right direction. His name is E. , Sr., 808 626-5640

Good luck!

>

> I am preparing for a meeting, likely next week, which I have formally

> requested. We need to revisit the IEP and Behaviour Management Plan, because

> NONE of it took his diagnosis into consideration, and my son is being

> CONTINUALLY punished for things he's not capable of.

>

>

>

> Can anyone share with me some ideas of things that MUST be included in his

> IEP/BMP? I will be pushing for an aide. but what other types of things

> should I be insistent on?

>

>

>

> Thanks in advance.

>

>

>

> =)

>

[Guest guest]

I am wondering what is in your IEP currently if it does not include

anything about his dx? I like to write my own present levels of

performance. But even if you don't, make sure you go through the

present levels and that it encompasses all of your child's needs. Make

sure it paints a picture of who your child is. You should be able to

leave your child with me and his IEP with me and I would not have to

ask you for anything because his needs are all in the present levels.

So if you read the present levels and you can't recognize your child in

there or it does not cover all of him, then there a big problem to fix!

If you work on a good present level, your IEP can often write itself

from there. All goals are taken from the present levels. If you want

something addressed and it's not, then you would point to the present

levels and say, " Look, here, it states that he needs... " or " Here it

says he has problems with that...what will we do to remediate or

accommodate that? " That's why it's good to get a nice present level.

And if they don't do a thorough job, you are part of the team! Add to

it, ask to have things inserted, taken out, modified, or write your own

and attach it to the IEP. You are a team member so this is your job as

well.

As for behavior problems and punishing for behaviors, you need to get a

" functional behavior assessment " done. By doing this first, you can

then work with the team and behavioral expert to design a behavior plan

that is positive and effective. each behavior problem needs to be

identified in context and dealt with appropriately - either by teaching

how to better cope, providing relief from dealing with it or supplying

alternate behaviors instead - or any mix of the above. For more info

on the law and your rights - see <www.wrightslaw.com>

Roxanna

" The only thing necessary for the triumph of evil is for good men to do

nothing. " E. Burke

( ) Revisiting IEP and Behaviour Management

Plan...

I am preparing for a meeting, likely next week, which I haveformally

requested. We need to revisit the IEP and Behaviour Management Plan,

becauseNONE of it took his diagnosis into consideration, and my son is

beingCONTINUALLY punished for things he’s not capable of.

 

Can anyone share with me some ideas of things that MUST beincluded in

his IEP/BMP? I will be pushing for an aide… but what other types

ofthings should I be insistent on?

 

Thanks in advance…

 

=)

[Guest guest]

Can I get some input about FBA's? My son's school completed one sheet and it is terrrible. Here's an example of one part:Antededent                Describe Behavior          Consequence                           Staff

Transisiton to             Another student             Tom has accomplished          MORONlunch w/o incident       sits at table & T             his goal of eating alone.T sits at his favorite     goes to bathroom

table, farthest away     & by the time he returnsby himself. He has      the other student is goneasked to sit by himselfand the staff knows this.This was written by our district's, " autism specialist. " They ought to be ashamed of the poor write up they did as so-called specialist.  First off, my son would love to sit near other boys. If a boy he likes is absent, or late, my son goes to sit outside the counsellor's office even if she's not there. My son lately, has been sitting alone as he just doesn't know how to navigate the lunchroom setting. These idiots from the district have now tagged him as being a happy camper if he can sit alone and make them not have to help my son.

I know that smacking these people across the head won't work as much as I'd like to imagine. How do you talk to one of the spec. ed. teachers to tell them to help my son learn how to sit with peers?? Thanks for any input

On Tue, Dec 1, 2009 at 4:41 PM, Roxanna <MadIdeas@...> wrote:

 

I am wondering what is in your IEP currently if it does not include

anything about his dx? I like to write my own present levels of

performance. But even if you don't, make sure you go through the

present levels and that it encompasses all of your child's needs. Make

sure it paints a picture of who your child is. You should be able to

leave your child with me and his IEP with me and I would not have to

ask you for anything because his needs are all in the present levels.

So if you read the present levels and you can't recognize your child in

there or it does not cover all of him, then there a big problem to fix!

If you work on a good present level, your IEP can often write itself

from there. All goals are taken from the present levels. If you want

something addressed and it's not, then you would point to the present

levels and say, " Look, here, it states that he needs... " or " Here it

says he has problems with that...what will we do to remediate or

accommodate that? " That's why it's good to get a nice present level.

And if they don't do a thorough job, you are part of the team! Add to

it, ask to have things inserted, taken out, modified, or write your own

and attach it to the IEP. You are a team member so this is your job as

well.

As for behavior problems and punishing for behaviors, you need to get a

" functional behavior assessment " done. By doing this first, you can

then work with the team and behavioral expert to design a behavior plan

that is positive and effective. each behavior problem needs to be

identified in context and dealt with appropriately - either by teaching

how to better cope, providing relief from dealing with it or supplying

alternate behaviors instead - or any mix of the above. For more info

on the law and your rights - see <www.wrightslaw.com>

Roxanna

" The only thing necessary for the triumph of evil is for good men to do

nothing. " E. Burke

( ) Revisiting IEP and Behaviour Management

Plan...

I am preparing for a meeting, likely next week, which I haveformally

requested. We need to revisit the IEP and Behaviour Management Plan,

becauseNONE of it took his diagnosis into consideration, and my son is

beingCONTINUALLY punished for things he’s not capable of.

 

Can anyone share with me some ideas of things that MUST beincluded in

his IEP/BMP? I will be pushing for an aide… but what other types

ofthings should I be insistent on?

 

Thanks in advance…

 

=)

[Guest guest]

Your email made me laugh, something I needed after today. My son had an incident with his coat hook area. The staff felt that the cramped over crowded area was a problem for my DS sensory wise. When I spoke with my son about this incident he described the problem of other children (there are three to a little cubicle) complaining about his stuff touching theirs. My son can not handle conflict or other kids putting blame on him and the usual result is tears. So they moved my son (not the kid that was complaining) to a hook area with his number one bully and he full out cried and cried. He told the teacher why he was upset but they just explained that this was something that happend a long time ago. YIKES, an Asperger's child advocating for themselves and we don't listen and encourage this

behaviour. Man what I would give to get a little understanding. I am the end of my tether today. Does anyone else just want to keep their children at home and protect them from all the nonsense?

From: <doyourecycle@...> Sent: Wed, December 2, 2009 8:42:09 AMSubject: Re: ( ) Revisiting IEP and Behaviour Management Plan...

Can I get some input about FBA's? My son's school completed one sheet and it is terrrible. Here's an example of one part:Antededent Describe Behavior Consequence StaffTransisiton to Another student Tom has accomplished MORONlunch w/o incident sits at table & T his goal of eating alone.T sits at his

favorite goes to bathroomtable, farthest away & by the time he returnsby himself. He has the other student is goneasked to sit by himselfand the staff knows this.This was written by our district's, "autism specialist." They ought to be ashamed of the poor write up they did as so-called specialist. First off, my son would love to sit near other boys. If a boy he likes is absent, or late, my son goes to sit outside the counsellor's office even if she's not there. My son lately, has been sitting alone as he just doesn't know how to navigate the lunchroom setting. These idiots from the district have now tagged him as being a happy camper if he can sit alone and make them not have to help my son.I know that smacking these people across the head won't work as much as I'd like to imagine. How do you talk to one of the spec. ed. teachers to

tell them to help my son learn how to sit with peers?? Thanks for any input

On Tue, Dec 1, 2009 at 4:41 PM, Roxanna <MadIdeasaol (DOT) com> wrote:

I am wondering what is in your IEP currently if it does not include anything about his dx? I like to write my own present levels of performance. But even if you don't, make sure you go through the present levels and that it encompasses all of your child's needs. Make sure it paints a picture of who your child is. You should be able to leave your child with me and his IEP with me and I would not have to ask you for anything because his needs are all in the present levels. So if you read the present levels and you can't recognize your child in there or it does not cover all of him, then there a big problem to fix! If you work on a good present level, your IEP can often write itself from there. All goals are taken from the present levels. If you want something addressed and it's not, then you would point to the present levels and say, "Look, here, it states that he needs..." or "Here it says he has

problems with that...what will we do to remediate or accommodate that?" That's why it's good to get a nice present level. And if they don't do a thorough job, you are part of the team! Add to it, ask to have things inserted, taken out, modified, or write your own and attach it to the IEP. You are a team member so this is your job as well.As for behavior problems and punishing for behaviors, you need to get a "functional behavior assessment" done. By doing this first, you can then work with the team and behavioral expert to design a behavior plan that is positive and effective. each behavior problem needs to be identified in context and dealt with appropriately - either by teaching how to better cope, providing relief from dealing with it or supplying alternate behaviors instead - or any mix of the above. For more info on the law and your rights - see <www.wrightslaw. com>Roxanna"The only thing necessary for the triumph of evil is for good men to do nothing." E. Burke

( ) Revisiting IEP and Behaviour Management Plan...I am preparing for a meeting, likely next week, which I haveformally requested. We need to revisit the IEP and Behaviour Management Plan, becauseNONE of it took his diagnosis into consideration, and my son is beingCONTINUALLY punished for things he’s not capable of. Can anyone share with me some ideas of things that MUST beincluded in

his IEP/BMP? I will be pushing for an aide… but what other types ofthings should I be insistent on? Thanks in advance… =)

The new Internet Explorer® 8 - Faster, safer, easier. Optimized for Get it Now for Free!

[Guest guest]

OMG!! What happened to his Teacher... TEACHING TOLERANCE!! This would have been a PERFECT opportunity for the Teacher to put the K-BOSH on that kind of behavior ~ typical-kids complaining because they're coats are 'touching' ??? Gimme a BREAK!! (behavior that I see as the FIRST stage of bullying!) Is there an extra hook next to the Teachers??, maybe he could hang his coat up PROUDLY there !!

I am wondering what is in your IEP currently if it does not include anything about his dx? I like to write my own present levels of performance. But even if you don't, make sure you go through the present levels and that it encompasses all of your child's needs. Make sure it paints a picture of who your child is. You should be able to leave your child with me and his IEP with me and I would not have to ask you for anything because his needs are all in the present levels. So if you read the present levels and you can't recognize your child in there or it does not cover all of him, then there a big problem to fix! If you work on a good present level, your IEP can often write itself from there. All goals are taken from the present levels. If you want something addressed and it's not, then you would point to the present levels and say, "Look, here, it states that he needs..." or "Here it says he

has problems with that...what will we do to remediate or accommodate that?" That's why it's good to get a nice present level. And if they don't do a thorough job, you are part of the team! Add to it, ask to have things inserted, taken out, modified, or write your own and attach it to the IEP. You are a team member so this is your job as well.As for behavior problems and punishing for behaviors, you need to get a "functional behavior assessment" done. By doing this first, you can then work with the team and behavioral expert to design a behavior plan that is positive and effective. each behavior problem needs to be identified in context and dealt with appropriately - either by teaching how to better cope, providing relief from dealing with it or supplying alternate behaviors instead - or any mix of the above. For more info on the law and your rights - see <www.wrightslaw. com>Roxanna"The only thing necessary for the triumph of evil is for good men to do nothing." E. Burke

( ) Revisiting IEP and Behaviour Management Plan...I am preparing for a meeting, likely next week, which I haveformally requested. We need to revisit the IEP and Behaviour Management Plan, becauseNONE of it took his diagnosis into consideration, and my son is beingCONTINUALLY punished for things he’s not capable of. Can anyone share with me some ideas of things that MUST

beincluded in

his IEP/BMP? I will be pushing for an aide… but what other types ofthings should I be insistent on? Thanks in advance… =)

The new Internet Explorer® 8 - Faster, safer, easier. Optimized for Get it Now for Free!

[Guest guest]

Ok, excuse my french, but what the hell was that FBA all about? What are they

doing the FBA FOR? Is the behavior they are concerned about that he sits by

himself? This is a reason to have an FBA? Or am I missing something?

I've been teaching kids on the spectrum for years. I don't need to have an FBA

done in order to create a behavior support plan, or to determine goals, or even

to evaluate present levels.

I'm sure I'm missing something here.........?

>

>  

> >I am wondering what is in your IEP currently if it does not include

> >anything about his dx? I like to write my own present levels of

> >performance. But even if you don't, make sure you go through the

> >present levels and that it encompasses all of your child's needs. Make

> >sure it paints a picture of who your child is. You should be able to

> >leave your child with me and his IEP with me and I would not have to

> >ask you for anything because his needs are all in the present levels.

> >So if you read the present levels and you can't recognize your child in

> >there or it does not cover all of him, then there a big problem to fix!

> >

> >If you work on a good present level, your IEP can often write itself

> >from there. All goals are taken from the present levels. If you want

> >something addressed and it's not, then you would point to the present

> >levels and say, " Look, here, it states that he needs... " or " Here it

> >says he has problems with that...what will we do to remediate or

> >accommodate that? " That's why it's good to get a nice present level.

> >And if they don't do a thorough job, you are part of the team! Add to

> >it, ask to have things inserted, taken out, modified, or write your own

> >and attach it to the IEP. You are a team member so this is your job as

> >well.

> >

> >As for behavior problems and punishing for behaviors, you need to get a

> > " functional behavior assessment " done. By doing this first, you can

> >then work with the team and behavioral expert to design a behavior plan

> >that is positive and effective. each behavior problem needs to be

> >identified in context and dealt with appropriately - either by teaching

> >how to better cope, providing relief from dealing with it or supplying

> >alternate behaviors instead - or any mix of the above. For more info

> >on the law and your rights - see <www.wrightslaw. com>

> >

> >Roxanna

> >

> > " The only thing necessary for the triumph of evil is for good men to do

> >nothing. " E. Burke

> >

> >

> > ( ) Revisiting IEP and Behaviour Management

> >Plan...

> >

> >I am preparing for a meeting, likely next week, which I haveformally

> >requested. We need to revisit the IEP and Behaviour Management Plan,

> >becauseNONE of it took his diagnosis into consideration, and my son is

> >beingCONTINUALLY punished for things he’s not capable of.

> > 

> >Can anyone share with me some ideas of things that MUST beincluded in

> >

> >his IEP/BMP? I will be pushing for an aide… but what other types

> >ofthings should I be insistent on?

> > 

> >Thanks in advance…

> > 

> > =)

> >

> >

>

>

>

>

> __________________________________________________________________

> Make your browsing faster, safer, and easier with the new Internet Explorer®

8. Optimized for Get it Now for Free! at

http://downloads./ca/internetexplorer/

>

[Guest guest]

the fba was to look at avoidance and shut down behaviors. My son avoids lunchtime because it is hell. He is avoiding it and they are claiming he is a happy camper of meeting HIS own goal of eating alone. Let me ask you what would you do for a child similar to mine as an alternative to a large,crowded lunchroom? 

On Fri, Dec 4, 2009 at 10:13 PM, sarafinegan <sarafinegan@...> wrote:

 

Ok, excuse my french, but what the hell was that FBA all about? What are they doing the FBA FOR? Is the behavior they are concerned about that he sits by himself? This is a reason to have an FBA? Or am I missing something?

I've been teaching kids on the spectrum for years. I don't need to have an FBA done in order to create a behavior support plan, or to determine goals, or even to evaluate present levels.

I'm sure I'm missing something here.........?

>

>  

> >I am wondering what is in your IEP currently if it does not include

> >anything about his dx? I like to write my own present levels of

> >performance. But even if you don't, make sure you go through the

> >present levels and that it encompasses all of your child's needs. Make

> >sure it paints a picture of who your child is. You should be able to

> >leave your child with me and his IEP with me and I would not have to

> >ask you for anything because his needs are all in the present levels.

> >So if you read the present levels and you can't recognize your child in

> >there or it does not cover all of him, then there a big problem to fix!

> >

> >If you work on a good present level, your IEP can often write itself

> >from there. All goals are taken from the present levels. If you want

> >something addressed and it's not, then you would point to the present

> >levels and say, " Look, here, it states that he needs... " or " Here it

> >says he has problems with that...what will we do to remediate or

> >accommodate that? " That's why it's good to get a nice present level.

> >And if they don't do a thorough job, you are part of the team! Add to

> >it, ask to have things inserted, taken out, modified, or write your own

> >and attach it to the IEP. You are a team member so this is your job as

> >well.

> >

> >As for behavior problems and punishing for behaviors, you need to get a

> > " functional behavior assessment " done. By doing this first, you can

> >then work with the team and behavioral expert to design a behavior plan

> >that is positive and effective. each behavior problem needs to be

> >identified in context and dealt with appropriately - either by teaching

> >how to better cope, providing relief from dealing with it or supplying

> >alternate behaviors instead - or any mix of the above. For more info

> >on the law and your rights - see <www.wrightslaw. com>

> >

> >Roxanna

> >

> > " The only thing necessary for the triumph of evil is for good men to do

> >nothing. " E. Burke

> >

> >

> > ( ) Revisiting IEP and Behaviour Management

> >Plan...

> >

> >I am preparing for a meeting, likely next week, which I haveformally

> >requested. We need to revisit the IEP and Behaviour Management Plan,

> >becauseNONE of it took his diagnosis into consideration, and my son is

> >beingCONTINUALLY punished for things he’s not capable of.

> > 

> >Can anyone share with me some ideas of things that MUST beincluded in

> >

> >his IEP/BMP? I will be pushing for an aide… but what other types

> >ofthings should I be insistent on?

> > 

> >Thanks in advance…

> > 

> > =)

> >

> >

>

>

>

>

> __________________________________________________________

> Make your browsing faster, safer, and easier with the new Internet Explorer® 8. Optimized for Get it Now for Free! at http://downloads./ca/internetexplorer/

>

[Guest guest]

Kids from my class who find the large lunch court to be overwhelming or

overstimulating are welcome to eat in my classroom. I don't consider being

stressed out in large, noisy, impersonal groups to be a problem.

Can you describe the (alleged) avoidance and shut-down behaviors he does engage

in? I mean, the real stuff?

> > >

> > > �

> > > >I am wondering what is in your IEP currently if it does not include

> > > >anything about his dx? I like to write my own present levels of

> > > >performance. But even if you don't, make sure you go through the

> > > >present levels and that it encompasses all of your child's needs. Make

> > > >sure it paints a picture of who your child is. You should be able to

> > > >leave your child with me and his IEP with me and I would not have to

> > > >ask you for anything because his needs are all in the present levels.

> > > >So if you read the present levels and you can't recognize your child in

> > > >there or it does not cover all of him, then there a big problem to fix!

> > > >

> > > >If you work on a good present level, your IEP can often write itself

> > > >from there. All goals are taken from the present levels. If you want

> > > >something addressed and it's not, then you would point to the present

> > > >levels and say, " Look, here, it states that he needs... " or " Here it

> > > >says he has problems with that...what will we do to remediate or

> > > >accommodate that? " That's why it's good to get a nice present level.

> > > >And if they don't do a thorough job, you are part of the team! Add to

> > > >it, ask to have things inserted, taken out, modified, or write your own

> > > >and attach it to the IEP. You are a team member so this is your job as

> > > >well.

> > > >

> > > >As for behavior problems and punishing for behaviors, you need to get a

> > > > " functional behavior assessment " done. By doing this first, you can

> > > >then work with the team and behavioral expert to design a behavior plan

> > > >that is positive and effective. each behavior problem needs to be

> > > >identified in context and dealt with appropriately - either by teaching

> > > >how to better cope, providing relief from dealing with it or supplying

> > > >alternate behaviors instead - or any mix of the above. For more info

> > > >on the law and your rights - see <www.wrightslaw. com>

> > > >

> > > >Roxanna

> > > >

> > > > " The only thing necessary for the triumph of evil is for good men to do

> > > >nothing. " E. Burke

> > > >

> > > >

> > > > ( ) Revisiting IEP and Behaviour Management

> > > >Plan...

> > > >

> > > >I am preparing for a meeting, likely next week, which I haveformally

> > > >requested. We need to revisit the IEP and Behaviour Management Plan,

> > > >becauseNONE of it took his diagnosis into consideration, and my son is

> > > >beingCONTINUALLY punished for things he’s not capable of.

> > > >�

> > > >Can anyone share with me some ideas of things that MUST beincluded in

> > > >

> > > >his IEP/BMP? I will be pushing for an aide… but what other types

> > > >ofthings should I be insistent on?

> > > >�

> > > >Thanks in advance…

> > > >�

> > > > =)

> > > >

> > > >

> > >

> > >

> > >

> > >

> > > __________________________________________________________

> > > Make your browsing faster, safer, and easier with the new Internet

> > Explorer® 8. Optimized for Get it Now for Free! at

> > http://downloads./ca/internetexplorer/

> > >

> >

> >

> >

>

[Guest guest]

My son gets to choose between the cafeteria and the " resource room " which is the

special ed teacher's room. They try to encourage him to go to the big lunch

room but if it is really bothering him he won't go there. He brings his lunch

every single day without fail because there is no way he'll ever try school

lunch. This means he doesn't need to go to the cafeteria to get lunch and then

go somewhere else to eat so it isn't as complicated as it could be. I think the

school staff feel it's just not a battle worth fighting with him. They are most

interested in getting him to actually stay in his classes without taking 4-5 10

minute breaks in an hour. He only actually attends 10-20 minutes. Well, he

did. They're working on a variety of things to help him stick around longer and

it's helping. Making him eat in a crazy situation isn't worth fighting.

Miriam

> > >

> > > Â

> > > >I am wondering what is in your IEP currently if it does not include

> > > >anything about his dx? I like to write my own present levels of

> > > >performance. But even if you don't, make sure you go through the

> > > >present levels and that it encompasses all of your child's needs. Make

> > > >sure it paints a picture of who your child is. You should be able to

> > > >leave your child with me and his IEP with me and I would not have to

> > > >ask you for anything because his needs are all in the present levels.

> > > >So if you read the present levels and you can't recognize your child in

> > > >there or it does not cover all of him, then there a big problem to fix!

> > > >

> > > >If you work on a good present level, your IEP can often write itself

> > > >from there. All goals are taken from the present levels. If you want

> > > >something addressed and it's not, then you would point to the present

> > > >levels and say, " Look, here, it states that he needs... " or " Here it

> > > >says he has problems with that...what will we do to remediate or

> > > >accommodate that? " That's why it's good to get a nice present level.

> > > >And if they don't do a thorough job, you are part of the team! Add to

> > > >it, ask to have things inserted, taken out, modified, or write your own

> > > >and attach it to the IEP. You are a team member so this is your job as

> > > >well.

> > > >

> > > >As for behavior problems and punishing for behaviors, you need to get a

> > > > " functional behavior assessment " done. By doing this first, you can

> > > >then work with the team and behavioral expert to design a behavior plan

> > > >that is positive and effective. each behavior problem needs to be

> > > >identified in context and dealt with appropriately - either by teaching

> > > >how to better cope, providing relief from dealing with it or supplying

> > > >alternate behaviors instead - or any mix of the above. For more info

> > > >on the law and your rights - see <www.wrightslaw. com>

> > > >

> > > >Roxanna

> > > >

> > > > " The only thing necessary for the triumph of evil is for good men to do

> > > >nothing. " E. Burke

> > > >

> > > >

> > > > ( ) Revisiting IEP and Behaviour Management

> > > >Plan...

> > > >

> > > >I am preparing for a meeting, likely next week, which I haveformally

> > > >requested. We need to revisit the IEP and Behaviour Management Plan,

> > > >becauseNONE of it took his diagnosis into consideration, and my son is

> > > >beingCONTINUALLY punished for things he’s not capable of.

> > > >Â

> > > >Can anyone share with me some ideas of things that MUST beincluded in

> > > >

> > > >his IEP/BMP? I will be pushing for an aide… but what other types

> > > >ofthings should I be insistent on?

> > > >Â

> > > >Thanks in advance…

> > > >Â

> > > > =)

> > > >

> > > >

> > >

> > >

> > >

> > >

> > > __________________________________________________________

> > > Make your browsing faster, safer, and easier with the new Internet

> > Explorer® 8. Optimized for Get it Now for Free! at

> > http://downloads./ca/internetexplorer/

> > >

> >

> >

> >

>

[Guest guest]

Well, last year it was screaming, crying and running away and hiding. This year the avoidance behavior is that my son will sit in the hallway outside the counsellor's door if she's not there to eat his lunch. So, he alienates himself in social situations. He also takes up staff on their invitations to eat with them but they have been letting him stay inside their offices for recess as well--sometimes playing computer games.

In the classroom, unless closely supervised and scripted, my son cannot complete work.Reading comprehension is his greatest struggle.

Other times, my son stops working or never starts working. He stops doing anythingOn Sat, Dec 5, 2009 at 11:51 PM, sarafinegan <sarafinegan@...> wrote:

 

Kids from my class who find the large lunch court to be overwhelming or overstimulating are welcome to eat in my classroom. I don't consider being stressed out in large, noisy, impersonal groups to be a problem.

Can you describe the (alleged) avoidance and shut-down behaviors he does engage in? I mean, the real stuff?

> > >

> > > �

> > > >I am wondering what is in your IEP currently if it does not include

> > > >anything about his dx? I like to write my own present levels of

> > > >performance. But even if you don't, make sure you go through the

> > > >present levels and that it encompasses all of your child's needs. Make

> > > >sure it paints a picture of who your child is. You should be able to

> > > >leave your child with me and his IEP with me and I would not have to

> > > >ask you for anything because his needs are all in the present levels.

> > > >So if you read the present levels and you can't recognize your child in

> > > >there or it does not cover all of him, then there a big problem to fix!

> > > >

> > > >If you work on a good present level, your IEP can often write itself

> > > >from there. All goals are taken from the present levels. If you want

> > > >something addressed and it's not, then you would point to the present

> > > >levels and say, " Look, here, it states that he needs... " or " Here it

> > > >says he has problems with that...what will we do to remediate or

> > > >accommodate that? " That's why it's good to get a nice present level.

> > > >And if they don't do a thorough job, you are part of the team! Add to

> > > >it, ask to have things inserted, taken out, modified, or write your own

> > > >and attach it to the IEP. You are a team member so this is your job as

> > > >well.

> > > >

> > > >As for behavior problems and punishing for behaviors, you need to get a

> > > > " functional behavior assessment " done. By doing this first, you can

> > > >then work with the team and behavioral expert to design a behavior plan

> > > >that is positive and effective. each behavior problem needs to be

> > > >identified in context and dealt with appropriately - either by teaching

> > > >how to better cope, providing relief from dealing with it or supplying

> > > >alternate behaviors instead - or any mix of the above. For more info

> > > >on the law and your rights - see <www.wrightslaw. com>

> > > >

> > > >Roxanna

> > > >

> > > > " The only thing necessary for the triumph of evil is for good men to do

> > > >nothing. " E. Burke

> > > >

> > > >

> > > > ( ) Revisiting IEP and Behaviour Management

> > > >Plan...

> > > >

> > > >I am preparing for a meeting, likely next week, which I haveformally

> > > >requested. We need to revisit the IEP and Behaviour Management Plan,

> > > >becauseNONE of it took his diagnosis into consideration, and my son is

> > > >beingCONTINUALLY punished for things he’s not capable of.

> > > >�

> > > >Can anyone share with me some ideas of things that MUST beincluded in

> > > >

> > > >his IEP/BMP? I will be pushing for an aide… but what other types

> > > >ofthings should I be insistent on?

> > > >�

> > > >Thanks in advance…

> > > >�

> > > > =)

> > > >

> > > >

> > >

> > >

> > >

> > >

> > > __________________________________________________________

> > > Make your browsing faster, safer, and easier with the new Internet

> > Explorer® 8. Optimized for Get it Now for Free! at

> > http://downloads./ca/internetexplorer/

> > >

> >

> >

> >

>

[Guest guest]

lol. I wonder what the " autism specialist " is really qualified in?

Ours was just a K teacher with a special interest in autism but now

there is none. Anyway, ours wrote one up that was a moronic as this

one time. I wanted to scream.

It isn't even clear in your example that they know what " antecedent "

means. It sounds like they are describing the problem under

antecedent. Antecedent would be exactly what is happening right before

the behavior occurs. So if he leaves to go to the bathroom, what

happens right before he leaves (i.e. another kid sits down...) and then

the FBA would come up with reasons why it is likely that he is doing

this behavior. So you would see something like, " Behavior: Tom

refuses to eat with other kids during lunch. Antecedent: Kids sit

down at Tom's table. Result: Tom leaves quickly and goes to wait in

the bathroom. Likely Reason: Tom is having trouble knowing how to

interact with the other kids. Recommendation: Tom will participate in

social skills group to learn how to interact with other kids. "

It is scary that your autism consultant doesn't recognize such an

obvious problem. Many kids will avoid interaction because they don't

know how to handle it. Or it could also be sensory overload from the

lunchroom, if that is observed as the problem instead. But in that

case, you would probably see him stressing out as the situation

continued instead of leaving as soon as a kid sat down. But at any

rate, request a professional in behavior come and do a real FBA. Or if

you already know the problem is his inability to interact with other

kids, then request a social skill group. (in writing!)

Roxanna

" The only thing necessary for the triumph of evil is for good men to do

nothing. " E. Burke

( ) Revisiting IEP and Behaviour Management

Plan...

I am preparing for a meeting, likely next week, which I haveformally

requested. We need to revisit the IEP and Behaviour Management Plan,

becauseNONE of it took his diagnosis into consideration, and my son is

beingCONTINUALLY punished for things he’s not capable of.

 

Can anyone share with me some ideas of things that MUST beincluded in

his IEP/BMP? I will be pushing for an aide… but what other types

ofthings should I be insistent on?

 

Thanks in advance…

 

=)

[Guest guest]

I think it is important to have an FBA done to determine what is going

on. If you know what is going on and it's obvious, then you wouldn't

need to do one. But this is only if the teacher/behavioral expert

doing the behavior plan is not just using a " one size fits all " box of

solutions. It is important, IMO, to tailor the plan to fit the needs

of the child. For instance, one time they wanted to deal with my ds

not eating snack with the other kids, assuming it was a social

avoidance-type problem. So all of their fixes involved that aspect.

When I got to the scene, I quickly saw that he would never in a million

years eat the cookies and sugar stuff they were serving because he was

big into veggies back then. I pointed that out, they got different

snacks, suddenly his problem was not a problem. lol. But anyway, you

can see how easy it was to assume he was doing it to avoid social

interaction when it was something else. Also, I have had so many

experiences with staff presuming that they know why one of my kids is

behaving a certain way and so often, they have no clue.

Roxanna

" The only thing necessary for the triumph of evil is for good men to do

nothing. " E. Burke

( ) Revisiting IEP and Behaviour Management

> >Plan...

> >

> >I am preparing for a meeting, likely next week, which I haveformally

> >requested. We need to revisit the IEP and Behaviour Management Plan,

> >becauseNONE of it took his diagnosis into consideration, and my son

is

> >beingCONTINUALLY punished for things he’s not capable of.

> > 

> >Can anyone share with me some ideas of things that MUST beincluded

in

> >

> >his IEP/BMP? I will be pushing for an aide… but what other types

> >ofthings should I be insistent on?

> > 

> >Thanks in advance…

> > 

> > =)

> >

> >

>

>

>

>

> __________________________________________________________

> Make your browsing faster, safer, and easier with the new Internet

Explorer® 8. Optimized for Get it Now for Free! at

http://downloads./ca/internetexplorer/

>

[Guest guest]

Tons of ideas - I would get him in a social group for starters, so he

could possibly begin to navigate these situations. They can have a

lunch bunch type group for kids who have these kinds of problems, a

club or group for whatever interest he has (chess club, computers,

etc.) and those kids could band together or eat in a special room

together. Teachers sometimes will open their rooms so check to see

what they come up with there. Also if he has the IEP, request he have

help. He could have a buddy assigned to him, an aide or specify he can

eat in a small room. But I would not agree to those without the goal

of teaching him better social skills or coping skills. You can talk to

the school counselor, who may be interested in starting a lunch group.

Lunch time can be so difficult. It's not that hard to imagine why he

is avoiding or shutting down.

Roxanna

" The only thing necessary for the triumph of evil is for good men to do

nothing. " E. Burke

( ) Revisiting IEP and Behaviour Management

> >Plan...

> >

> >I am preparing for a meeting, likely next week, which I haveformally

> >requested. We need to revisit the IEP and Behaviour Management Plan,

> >becauseNONE of it took his diagnosis into consideration, and my son

is

> >beingCONTINUALLY punished for things he’s not capable of.

> > 

> >Can anyone share with me some ideas of things that MUST beincluded

in

> >

> >his IEP/BMP? I will be pushing for an aide… but what other types

> >ofthings should I be insistent on?

> > 

> >Thanks in advance…

> > 

> > =)

> >

> >

>

>

>

>

> __________________________________________________________

> Make your browsing faster, safer, and easier with the new Internet

Explorer® 8. Optimized for Get it Now for Free! at

http://downloads./ca/internetexplorer/

>