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ADHD to autism...?
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<blockquote data-quote="buddy" data-source="post: 588222" data-attributes="member: 12886"><p>I used to say that I would come to school and hold my son's hand in places where he had an issue, and I meant it. Problem with threatening a helmet is that if you come to a point where you find that he really is not doing it completely for escape purposes, you may have to follow through. I think personally that if he really needed it, that would be one thing, if you mean for him to be embarrassed by it, then ...will you really follow through? And how would you make him keep it on? What if the threat doesn't work? </p><p></p><p>I only bring that up because I have been there....sigh. truly, it seems like a little thing then it ends up being a chance that he will learn that your threats are not credible.</p><p></p><p>If he is doing this to escape then it is time to do a functional behavioral assessment. If this is a pattern of behavior then that is the standard.</p><p></p><p>They need to analyze when he does this, how many times, how intensive, etc...what happens before and after....and then come up with a theory based on the data saying what is triggering it and what is the function of the behavior.</p><p></p><p>For my son, often one thing starts a behavior (like hitting his head or swearing) and another thing (maybe the attention that he gets even if negative) continues or increases the behavior. The answer is not always as simple as just wanting to escape or to get attention. </p><p></p><p>So just a random example...maybe at that time of day his blood sugar is low or he just ate or kids in the hall are making more noise or whatever.....and so he does it for sensory reasons or because of a headache or whatever....</p><p></p><p>Then, he finds out that ..wow , this is getting me out of that situation (again we really dont know why he wants out) so, true, I don't want to go back and it seems to work. (Now we maybe have accidentally increased or reinforced his behavior)</p><p></p><p>After the analyze the behavior (you may have to again ask for this evaluation in writing and send registered mail)....a POSITIVE behavior plan to help increase appropriate behaviors of staying in class, staying on task, using another more appropriate coping mechanism like asking for a time out pass to go to a sensory room....would be developed.</p><p></p><p>Does that make any sense??? I am getting ready to pick up Q but wanted to respond because I have been in your shoes so so so many times.</p></blockquote><p></p>
[QUOTE="buddy, post: 588222, member: 12886"] I used to say that I would come to school and hold my son's hand in places where he had an issue, and I meant it. Problem with threatening a helmet is that if you come to a point where you find that he really is not doing it completely for escape purposes, you may have to follow through. I think personally that if he really needed it, that would be one thing, if you mean for him to be embarrassed by it, then ...will you really follow through? And how would you make him keep it on? What if the threat doesn't work? I only bring that up because I have been there....sigh. truly, it seems like a little thing then it ends up being a chance that he will learn that your threats are not credible. If he is doing this to escape then it is time to do a functional behavioral assessment. If this is a pattern of behavior then that is the standard. They need to analyze when he does this, how many times, how intensive, etc...what happens before and after....and then come up with a theory based on the data saying what is triggering it and what is the function of the behavior. For my son, often one thing starts a behavior (like hitting his head or swearing) and another thing (maybe the attention that he gets even if negative) continues or increases the behavior. The answer is not always as simple as just wanting to escape or to get attention. So just a random example...maybe at that time of day his blood sugar is low or he just ate or kids in the hall are making more noise or whatever.....and so he does it for sensory reasons or because of a headache or whatever.... Then, he finds out that ..wow , this is getting me out of that situation (again we really dont know why he wants out) so, true, I don't want to go back and it seems to work. (Now we maybe have accidentally increased or reinforced his behavior) After the analyze the behavior (you may have to again ask for this evaluation in writing and send registered mail)....a POSITIVE behavior plan to help increase appropriate behaviors of staying in class, staying on task, using another more appropriate coping mechanism like asking for a time out pass to go to a sensory room....would be developed. Does that make any sense??? I am getting ready to pick up Q but wanted to respond because I have been in your shoes so so so many times. [/QUOTE]
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