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4 year old having trouble at preschool
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<blockquote data-quote="Marguerite" data-source="post: 350605" data-attributes="member: 1991"><p>A big part of the problem at school (and will be for some time) is the need for play to be structured and supervised.</p><p></p><p>Of course they are losing patience with him, because they are trying to handle his inflexibility by being inflexible themselves. This only teaches the child to be even more inflexible. </p><p></p><p>Schools tend to resist change (I tend to treat schools and education departments in general, as if they themselves are autistic with ODD). They also do not like having to put in services for a child "who only needs a bit of firm discipline". But really, a small investment now in terms of time, energy and supervised, structured play will really pay off for them down the track.</p><p></p><p>difficult child 3 had an aide at pre-school. We were lucky; a child with severe cerebral palsy moved out of area just as difficult child 3's diagnosis came on board, so we were able to segue into the previous aide's employment and keep her on staff as well as have someone who had already experienced difficult child 3 in action. The aide would remove difficult child 3 to play with him elsewhere, if he were becoming disruptive. They would gently push him as much as he could handle, then back off to give him space where he clearly needed it. The important thing is to keep challenging these kids (to help them manage transitions or to cope with challenge) but to pull back BEFORE they explode. Once the kid explodes, the damage is done, the bad habit has once more been enabled and more unlearning will be needed than would have been the case if they had prevented.</p><p></p><p>You can't handle these kids with strictness and control, it will backfire. But it is amazing how well these kids will behave, with the right sort of attention and support.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 350605, member: 1991"] A big part of the problem at school (and will be for some time) is the need for play to be structured and supervised. Of course they are losing patience with him, because they are trying to handle his inflexibility by being inflexible themselves. This only teaches the child to be even more inflexible. Schools tend to resist change (I tend to treat schools and education departments in general, as if they themselves are autistic with ODD). They also do not like having to put in services for a child "who only needs a bit of firm discipline". But really, a small investment now in terms of time, energy and supervised, structured play will really pay off for them down the track. difficult child 3 had an aide at pre-school. We were lucky; a child with severe cerebral palsy moved out of area just as difficult child 3's diagnosis came on board, so we were able to segue into the previous aide's employment and keep her on staff as well as have someone who had already experienced difficult child 3 in action. The aide would remove difficult child 3 to play with him elsewhere, if he were becoming disruptive. They would gently push him as much as he could handle, then back off to give him space where he clearly needed it. The important thing is to keep challenging these kids (to help them manage transitions or to cope with challenge) but to pull back BEFORE they explode. Once the kid explodes, the damage is done, the bad habit has once more been enabled and more unlearning will be needed than would have been the case if they had prevented. You can't handle these kids with strictness and control, it will backfire. But it is amazing how well these kids will behave, with the right sort of attention and support. Marg [/QUOTE]
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