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Special Ed 101
Manifestation Mtg tomorrow!
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<blockquote data-quote="buddy" data-source="post: 490208" data-attributes="member: 12886"><p>HI there and welcome... so many of us have been in your shoes! You have found a great group here. I have felt so helped and supported. I hope you find the same. </p><p></p><p>So,you got the answer to the manifestation hearing... IF they say it is not related to his disability you need to fight it. It would be ridiculous to say not with that diagnosis. Now as TeDo says, that particular combination of diagnosis is often given by psychiatrists especially and usually after one visit even! Since his behaviors are so significant I would highly encourage you to get a neuropsychological evaluation done. At the manifestation hearing you should also ask for an independent evaluation, because as TeDo said, if their postiive behavior plan was working, really targeting the reasons for the behaviors, then he would not be struggling so much. I am going thru the same thing right now and just got an independent fba approved and they are letting us use the people I picked to do it. I am also using the disability law center for advocacy, the one in our county says on the website not to wait for the 10th suspension, call now! so you still can do that, even thought the manifestation det. is tomorrow. If you can call them or any other advocacy center (there should be a list of them on your paperwork for the IEP, the state dept of ed has them, and there are other agencies that do as well. The dept of ed can refer you too. </p><p></p><p>i have been trained in doing FBA's so I am going to share some of my bias, I have no idea of your son's evaluation so I am not saying it is wrong or anything, will just share what I have been taught and what I have seen go very wrong over and over... Often they are done by the people who are supposed to be trained in it but they are really trained in counting behaviors and they tend to have one pat form that is very commonly used and ends up saying if behaviors are likely "escape" "attention seeking" "control" or...I am having a brain fart but wlll think of it later. What it typically misses is that often the kid does not have the skills to change it. They also frequently (not always) miss checking for slow triggers and fast triggers... for example hunger, medication issues, not tolerating loud sounds, fear of men, dislike of writing, etc.... Usually a behavior starts because they dont now what to do or how to fix it in a better way. Just because a behavior gets a lot of attention does not mean that the kiddo was seeking it. And, if you didn't know what the heck to do, wouldn't you want to take control?? There can be motor issues that are very subtle that influence the way a child functions, also sensory integration issues and social skill deficits. </p><p></p><p>I have a low tolerance for kids being suspended repeatedly when they are in special education. If a child could change from this kind of "intervention" then it would work the first time. I would be embarassed as an educator to tell a parent that I was allowing a behavior to happen again and again without doing something different to address it in my class. But it happens again and again all over the country. </p><p></p><p>It is time to get tough. these people may be nice but may not be educated enough to help your child. There is likely some other issues going on and a couple of folks here can help explain more about some of the conditions that go with adhd that can really imact a child and also to know that adhd/odd is frequently a misdiagnosis, often ends up being Autism Spectrum Disorders (ASD), Pervasive Developmental Disorder (PDD), Aspergers or bi-polar in children, etc... several others. It is so important to know because the types of intervetions are very different. For example, if he is more of a visual learner, they may need to give all directions visually...including behavior directions like time to go to your desk, time to clean up, etc. He may need an individual schedule every single day not just the class schedule on the board, then if there are changes they can help. If he is misunderstanding social situations that is a huge red flag for social communication disorders like Autism Spectrum Disorders (ASD) and pragmatic langauge disorder. the example given in the ball game is a classic issue. I had a student (and my son has done this too) who actually hit a girl after she threw a ball at him. The teache then threatened to hit him to show him what it felt like. Turns out the case manager didn't tell him the boy had Aspergers. No one would know unless you knew about autism, because it is a spectrum, many kids seem typical except for these types of behaviors. (this boy is in a gifted class by the way). Many kids like this need direct teaching to learn how to handle each social situation... and they can learn well! But just having exposure does not do it, as it does with kids who have behaviors due to lack of exposure... so that is why it is important to really find out what is driving all of this. </p><p></p><p>OK, I'll stop...sorry... it is a hot button for me and I am living it along with you...STILL (my son is nearly 15). </p><p></p><p>So, I find it useful to not only have the neuropsychologist, but also an occupational theray evaluation and speech/language/communication evaluation.</p></blockquote><p></p>
[QUOTE="buddy, post: 490208, member: 12886"] HI there and welcome... so many of us have been in your shoes! You have found a great group here. I have felt so helped and supported. I hope you find the same. So,you got the answer to the manifestation hearing... IF they say it is not related to his disability you need to fight it. It would be ridiculous to say not with that diagnosis. Now as TeDo says, that particular combination of diagnosis is often given by psychiatrists especially and usually after one visit even! Since his behaviors are so significant I would highly encourage you to get a neuropsychological evaluation done. At the manifestation hearing you should also ask for an independent evaluation, because as TeDo said, if their postiive behavior plan was working, really targeting the reasons for the behaviors, then he would not be struggling so much. I am going thru the same thing right now and just got an independent fba approved and they are letting us use the people I picked to do it. I am also using the disability law center for advocacy, the one in our county says on the website not to wait for the 10th suspension, call now! so you still can do that, even thought the manifestation det. is tomorrow. If you can call them or any other advocacy center (there should be a list of them on your paperwork for the IEP, the state dept of ed has them, and there are other agencies that do as well. The dept of ed can refer you too. i have been trained in doing FBA's so I am going to share some of my bias, I have no idea of your son's evaluation so I am not saying it is wrong or anything, will just share what I have been taught and what I have seen go very wrong over and over... Often they are done by the people who are supposed to be trained in it but they are really trained in counting behaviors and they tend to have one pat form that is very commonly used and ends up saying if behaviors are likely "escape" "attention seeking" "control" or...I am having a brain fart but wlll think of it later. What it typically misses is that often the kid does not have the skills to change it. They also frequently (not always) miss checking for slow triggers and fast triggers... for example hunger, medication issues, not tolerating loud sounds, fear of men, dislike of writing, etc.... Usually a behavior starts because they dont now what to do or how to fix it in a better way. Just because a behavior gets a lot of attention does not mean that the kiddo was seeking it. And, if you didn't know what the heck to do, wouldn't you want to take control?? There can be motor issues that are very subtle that influence the way a child functions, also sensory integration issues and social skill deficits. I have a low tolerance for kids being suspended repeatedly when they are in special education. If a child could change from this kind of "intervention" then it would work the first time. I would be embarassed as an educator to tell a parent that I was allowing a behavior to happen again and again without doing something different to address it in my class. But it happens again and again all over the country. It is time to get tough. these people may be nice but may not be educated enough to help your child. There is likely some other issues going on and a couple of folks here can help explain more about some of the conditions that go with adhd that can really imact a child and also to know that adhd/odd is frequently a misdiagnosis, often ends up being Autism Spectrum Disorders (ASD), Pervasive Developmental Disorder (PDD), Aspergers or bi-polar in children, etc... several others. It is so important to know because the types of intervetions are very different. For example, if he is more of a visual learner, they may need to give all directions visually...including behavior directions like time to go to your desk, time to clean up, etc. He may need an individual schedule every single day not just the class schedule on the board, then if there are changes they can help. If he is misunderstanding social situations that is a huge red flag for social communication disorders like Autism Spectrum Disorders (ASD) and pragmatic langauge disorder. the example given in the ball game is a classic issue. I had a student (and my son has done this too) who actually hit a girl after she threw a ball at him. The teache then threatened to hit him to show him what it felt like. Turns out the case manager didn't tell him the boy had Aspergers. No one would know unless you knew about autism, because it is a spectrum, many kids seem typical except for these types of behaviors. (this boy is in a gifted class by the way). Many kids like this need direct teaching to learn how to handle each social situation... and they can learn well! But just having exposure does not do it, as it does with kids who have behaviors due to lack of exposure... so that is why it is important to really find out what is driving all of this. OK, I'll stop...sorry... it is a hot button for me and I am living it along with you...STILL (my son is nearly 15). So, I find it useful to not only have the neuropsychologist, but also an occupational theray evaluation and speech/language/communication evaluation. [/QUOTE]
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