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1st grade son having behavior problems
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<blockquote data-quote="LittleDudesMom" data-source="post: 562214" data-attributes="member: 805"><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">While I knew for years my son had adhd, I held off on medications until he was in first grade. medications can often be trial by error. There are a number of different types of stimulants that are metabolized in different ways. Some work better than others for any particular child. My son is now 17 and off his adhd medications, but he was on one for a year and a half, another for about four years, and the last one also for four years and did not start his medications this academic year as he is trying to "do it himself". So far, so good....</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">Please also know that it is not always a more complicated diagnosis or additional medications that are required. It can also be just finding the right one. For us, it was a multi-fold approach that led us on the path to more success in school (like you, home was never an issue for academics - one on one he did fabulous! If I didn't feel in my heart that socialization was a big issue for him, I would have home schooled - but being part of the larger group and learning what "real" life was about was more important to his future success - in my opinion for my difficult child).</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">It took medication, therapy, behavior mod at home, a really quality IEP (not just standard adhd stuff like "repeat directions", "more time on assignments", "preferential seating", etc.), a well-thought out FBA that resulted in a BIP that included a number of positive reinforcers and rewards for good choices, maturity (and it did get better as he began to get a little older and verbalize what was going on - the impulses were very much tied to what he could not put into words, mostly frustration and anxiety, when he was your son's age - he also acted before he thought and showed remorse afterwards because he knew what he had done was wrong - he just didn't engage his mind before putting his actions in gear), and a real strict homework and bedtime routine schedule (through middle school).</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">It was a lot of work but I can tell you that it paid off. We had our dark moments where he was treated for depression, was raging at school, was given a crisis counselor. But with time and patience, hard work on his part, and working hand in hand with the school, my difficult child is now in 11th grade, making pretty decent grades, has advanced to Master Sargent in JROTC, leads the marksman club, is one of two IT guys for his JROTC unit, and pretty pleasant to be around. None of these things were thought to be in his future when he was in first grade.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">Oh, he will always be a difficult child - socially he's behind his peers, his social skills are immature, he still struggles with certain studies in school, has some anxiety and frustration issues, but he's come a long way. He would definitely be labeled a problem kid years ago. But there is often light at the end of the tunnel.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">My best advise for you, follow your gut. Have your son tested through the school and if you are unhappy with the results, then consider private evaluations. Many school systems do quality evaluations. He would qualify for an IEP if his adhd (a qualifying disability under IDEA) interferes with his ability to learn. Get some accommodations in place and have a FBA done in the meantime. We did an FBA/BIP and a 504 while the evaluation process was happening because that can take a number of months/weeks. A 504 is not as enforceable, but if you have a good school, it can bridge the gap until the IEP qualification process is complete. That whole process from testing to implementation can take up to 3 months.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">Good luck to you and your son.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">Sharon</span></span></p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 562214, member: 805"] [FONT=comic sans ms][SIZE=3]While I knew for years my son had adhd, I held off on medications until he was in first grade. medications can often be trial by error. There are a number of different types of stimulants that are metabolized in different ways. Some work better than others for any particular child. My son is now 17 and off his adhd medications, but he was on one for a year and a half, another for about four years, and the last one also for four years and did not start his medications this academic year as he is trying to "do it himself". So far, so good.... Please also know that it is not always a more complicated diagnosis or additional medications that are required. It can also be just finding the right one. For us, it was a multi-fold approach that led us on the path to more success in school (like you, home was never an issue for academics - one on one he did fabulous! If I didn't feel in my heart that socialization was a big issue for him, I would have home schooled - but being part of the larger group and learning what "real" life was about was more important to his future success - in my opinion for my difficult child). It took medication, therapy, behavior mod at home, a really quality IEP (not just standard adhd stuff like "repeat directions", "more time on assignments", "preferential seating", etc.), a well-thought out FBA that resulted in a BIP that included a number of positive reinforcers and rewards for good choices, maturity (and it did get better as he began to get a little older and verbalize what was going on - the impulses were very much tied to what he could not put into words, mostly frustration and anxiety, when he was your son's age - he also acted before he thought and showed remorse afterwards because he knew what he had done was wrong - he just didn't engage his mind before putting his actions in gear), and a real strict homework and bedtime routine schedule (through middle school). It was a lot of work but I can tell you that it paid off. We had our dark moments where he was treated for depression, was raging at school, was given a crisis counselor. But with time and patience, hard work on his part, and working hand in hand with the school, my difficult child is now in 11th grade, making pretty decent grades, has advanced to Master Sargent in JROTC, leads the marksman club, is one of two IT guys for his JROTC unit, and pretty pleasant to be around. None of these things were thought to be in his future when he was in first grade. Oh, he will always be a difficult child - socially he's behind his peers, his social skills are immature, he still struggles with certain studies in school, has some anxiety and frustration issues, but he's come a long way. He would definitely be labeled a problem kid years ago. But there is often light at the end of the tunnel. My best advise for you, follow your gut. Have your son tested through the school and if you are unhappy with the results, then consider private evaluations. Many school systems do quality evaluations. He would qualify for an IEP if his adhd (a qualifying disability under IDEA) interferes with his ability to learn. Get some accommodations in place and have a FBA done in the meantime. We did an FBA/BIP and a 504 while the evaluation process was happening because that can take a number of months/weeks. A 504 is not as enforceable, but if you have a good school, it can bridge the gap until the IEP qualification process is complete. That whole process from testing to implementation can take up to 3 months. Good luck to you and your son. Sharon[/SIZE][/FONT] [/QUOTE]
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