Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
General Parenting
Need opinions on what this paragraph means
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="svengandhi" data-source="post: 619476" data-attributes="member: 3493"><p>They want to reduce the number of suspensions and detentions he gets by having him self-regulate or whatever. My concern is that the part that you quoted doesn't have any recommendations for HOW this will be accomplished. For instance, will he be allowed to leave the class for a set safe space, for how long can he stay in such a space, does an aide go with him, will he get a BIP, what are the incentives for him? If he goes x amount of time without a detention, does he get a reward of some sort (for my difficult child, the reward was, bizarrely, harder math sheets! To a normal child, harder math would be a punishment, lol!). </p><p></p><p>I'm not sure how old Knight is but maybe he can have some input. When difficult child was in second grade, if he had a good week, he was allowed to go to chess club at lunch time with the 4th and 5th graders which was a reward he asked for. The club only met once per week so if he didn't earn his behavior points, he had to go two weeks in between. I mention it because your screen names sound chessy to me so maybe Knight might enjoy a round of chess or so. When we switched elementary schools, difficult child would play chess with the school psychologist when he needed a time out from class. He'd usually beat the poor man in less than 10 moves and then go back to class. </p><p></p><p>My point is - the goal sounds reasonable but there has to be a viable plan for achieving it. If he gets down to 3 suspensions/detentions, for example, instead of 1, then his interim report will say something like "progressing towards goal" or "making progress" and then the goal will be continued for the next reporting period. If he doesn't make progress towards the goals or gets worse, then the methods of trying to achieve the goals have to be revisited, not necessarily the goals themselves. </p><p></p><p>My babyboy had anger issues in elementary school and his goal was to learn how to self-regulate as well. He practiced acting out things that upset him and coming up with different reactions. Example - "Eee-vil," a classmate (name given by babyboy) poked him with a pencil and he punched HER in the face. Fortunately, she was a known bully and other kids reported seeing her hurt him so he didn't get in trouble, but we worked on having him react differently. He could say "STOP it, Eee-vil" or go to the teacher or the aide. At the end of the school year, he went to his teacher and asked that they not be placed together the next year! This role-playing can be done with the school psychiatric or at home with you. The key is to take turns having him be himself and the other person so he can learn another point of view.</p><p></p><p>At home, if he likes to read or be read to, try books with characters he can relate to. When my easy child was in elementary and early middle school, we read the books by Henry Winkler (The Fonz! aiii!) about a boy with dyslexia, which H, easy child, babyboy and Henry Winkler all have. easy child was able to see that he wasn't the only kid like himself. For a kid with ADHD, Maniac Magee by Jerry Spinelli is a great book.</p><p></p><p>Good luck and try to get some specifics for how the goals are to be accomplished in your son's IEP.</p></blockquote><p></p>
[QUOTE="svengandhi, post: 619476, member: 3493"] They want to reduce the number of suspensions and detentions he gets by having him self-regulate or whatever. My concern is that the part that you quoted doesn't have any recommendations for HOW this will be accomplished. For instance, will he be allowed to leave the class for a set safe space, for how long can he stay in such a space, does an aide go with him, will he get a BIP, what are the incentives for him? If he goes x amount of time without a detention, does he get a reward of some sort (for my difficult child, the reward was, bizarrely, harder math sheets! To a normal child, harder math would be a punishment, lol!). I'm not sure how old Knight is but maybe he can have some input. When difficult child was in second grade, if he had a good week, he was allowed to go to chess club at lunch time with the 4th and 5th graders which was a reward he asked for. The club only met once per week so if he didn't earn his behavior points, he had to go two weeks in between. I mention it because your screen names sound chessy to me so maybe Knight might enjoy a round of chess or so. When we switched elementary schools, difficult child would play chess with the school psychologist when he needed a time out from class. He'd usually beat the poor man in less than 10 moves and then go back to class. My point is - the goal sounds reasonable but there has to be a viable plan for achieving it. If he gets down to 3 suspensions/detentions, for example, instead of 1, then his interim report will say something like "progressing towards goal" or "making progress" and then the goal will be continued for the next reporting period. If he doesn't make progress towards the goals or gets worse, then the methods of trying to achieve the goals have to be revisited, not necessarily the goals themselves. My babyboy had anger issues in elementary school and his goal was to learn how to self-regulate as well. He practiced acting out things that upset him and coming up with different reactions. Example - "Eee-vil," a classmate (name given by babyboy) poked him with a pencil and he punched HER in the face. Fortunately, she was a known bully and other kids reported seeing her hurt him so he didn't get in trouble, but we worked on having him react differently. He could say "STOP it, Eee-vil" or go to the teacher or the aide. At the end of the school year, he went to his teacher and asked that they not be placed together the next year! This role-playing can be done with the school psychiatric or at home with you. The key is to take turns having him be himself and the other person so he can learn another point of view. At home, if he likes to read or be read to, try books with characters he can relate to. When my easy child was in elementary and early middle school, we read the books by Henry Winkler (The Fonz! aiii!) about a boy with dyslexia, which H, easy child, babyboy and Henry Winkler all have. easy child was able to see that he wasn't the only kid like himself. For a kid with ADHD, Maniac Magee by Jerry Spinelli is a great book. Good luck and try to get some specifics for how the goals are to be accomplished in your son's IEP. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
General Parenting
Need opinions on what this paragraph means
Top