I would thank them very much for the detailed account. It is extremely helpful.
It is also possible for even the good para to get it wrong. It does sound to me that he was pushed a bit too hard (for him). I'm also thinking that he has learned to use his sleepiness to avoid challenging tasks.
Time to ask good para the next detailed questions:
1) Is there anything in the task that difficult child was doing, that you felt was challenging him or that he found confronting?
It really does sound to me like difficult child desperately wanted to get the letter finished (either an important deadline, or he wanted to put the task behind him - a good sign, if it's this one) and was simply finding it too difficult. The bit about he got back to the task and only wrote one word - why is that? Is he finding writing too physically difficult, or is he having difficulty working out what he wants to say in the letter?
Shari, this is really wonderful stuff. Unlike a lot of you, I don't think the para did very much wrong really, except perhaps not be in sufficient tune with difficult child. But without a really accurate understanding of what is making difficult child tick, I don't think it's possible to expect much more from the good para. Asking these quesitons and analysing the responses, is the way to find out what is making difficult child tick.
Asking questions - there is absolutely no reason for the school to feel threatened by this. It's simply fact-finding, purely in relation to difficult child and how he is responding or not responding. The school needs to be reassured- this is NOT for a witch hunt, this is purely to help understand what has triggered difficult child. This is "no fault" questioning. If it turns out that the para realises she perhaps pushed him too hard - then great! It's ALL valid information, and such a realisation means the para has learned from the experience.
The worst that can happen, is for no learning to happen as the result of such a meltdown. And who needs to learn? Absolutely everybody!
THis level of communication needs to be ongoing. This is the sort of stuff that should be in a Communnication Book, and use of the Communication Book should be written into the IEP. The book can be chatty, if it helps, and you need to NOT be tempted to use the book as grounds for legal action. If the teacher writes, "He was HORRIBLE today!" you smile and write back, "I live with him, I do understand. Can you clarify please?"
Because what the teacher gives you, will help everybody work out what is gonig on.
Is difficult child learning to use sleep to get out of certian tasks? Or is he finding himself getting sleepy when certain subjects are being taught? Or is there another factor? I'm not suggesting that difficult child is being deliberately deceptive, but the sleepiness could be a conditioned response because it WOULD reduce his stress levels, to be allowed to sleep. So if he feels stressed incertain situations or performing certian tasks, his body could be trying to help him out by making him feel sleepy, at such times.
It's just a thought, something to bear in mind.
Looking back at the para's description - something else was escalating him. She hasn't identified it. So we need to think, and ask a bit more. Why did difficult child feel he had to finish the letter? What was driving him? Because the sleepiness was making it even more difficult for him to do it, there were probably other factors making the task difficult (and we need to identify them, they are part of the ongoing factors for him which are currently unaddressed) and there wasconflict - "I have to stop writing this because it is difficult; but I must finish it because..." This is mutually contradictory, and the para wasn't able to fix it (hence his threats; he's angry because the people on his 'hit list' were not making the problems go away).
Some possible problems to consider and discuss with para and SpEd -
1) Is difficult child having pain when he writes or draws? This may need Occupational Therapist (OT) assessment.
2) How is difficult child at writing tasks when he has to find his own words? Does he have difficulty in crafting his own words, or is he actually OK in this area? If he is having trouble composing text, he may need to learn some different techniques to assist him, some 'road maps' for writing tasks, if you will. Here is a website which could be useful for him, if this is an issue:
http://www.writingfun.com/
3) When difficult child was beginning to escalate, what does the para think would have happened if she had taken him to an intermediate place instead of the safe room, somewhere that he doesn't associate with punishment, but instead giving him another chance to get himself under control without the formality of "you have been removed to this place for your own and others' protection." I'm thinking that despite his cooperation initially to go to the safe room, he is maybe seeing it as punishment when he should be seeing it as a solution, as something good to help him.
He hit the para - not good. It also indicates he was feeling frustrated and blaming the para for not helping him. Which means - he was expecting help, he knew he needed help. That is good.
I think you need to work with SpEd and para to get some new strategies in place. It requires teamwork, getting heads together and thinking of something else to try. I do think that what others have suggested - getting an expert to observe and advise - would be really beneficial. Otherwise you're all having to work in the dark on this. Some good cooperation and guesswork could still get you closer to helping him, but it's really difficult.
Some suggestions to consider -
1) When difficult child begins to escalate, ask him what he feels he needs to do. Hopefully if he is asked soon enough, there will be at the very least, a clue gained form his answer. His response might not be reasonable, but it still can tell a great deal.
2) Trying to get him to breathe was good. However, it failed because he was already too distressed. At that point he needed to simply be outside. Maybe instead of the 'safe room', for a while at least there needs to be another intermediate location, somewhere outside in the garden would be good if there is such a place where he won't disturb others with his noise. Where possible, try to let difficult child direct where he feels he needs to go. He needs to have some power given back to him, especially when he feels himself losing control. He can then learn to use that power to gain self-control. This is going to require some very keen judgement on the part of the para, because it takes courage to hand control to an apparently out of control 6 year old. But at some level, he needs to feel he can control some bits of his environment.
3) If possible, try to set up some options with difficult child ahead of time, while he is calm. Maybe even talk to him (you, SpEd, good para at least and difficult child) and see how you go discussing how he feels when he begins to get upset, see if he can explain why he was upset, and ask him how para could have helped him (if at all).
He's only little, he mightn't be able to contribute much, but it can be remarkable, just how much info you can get even from a very young child.
Again, to reiterate - thank the school for being so helpful with the detailed description. The outcome of this Q & A can only help.
Marg