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<blockquote data-quote="Marguerite" data-source="post: 310645" data-attributes="member: 1991"><p>I'll try and only post once this time...</p><p></p><p>About the school - I wrote them a summary of "Explosive Child". I also INSISTED that they/we keep a collaborative Communication Book. It made a huge difference, more than you would have thought. It also came in handy when I had a run-in with the District Dept of Ed when they tried to claim X was really Y... it was back iny my first year of being on this site.</p><p></p><p>I've posted in detail elsewhere about how to set up a Communication Book. Google it on site, see if you can find it. If you can't or need more info, ask me. It's an informal thing (or can be) and the immediacy of the communication is what helps everybody cope. Teachers need to be permitted to vent, so if the teacher writes in the book, "I could have cheerfully throttled him today and laughed through the entire process," give them space and do not call the authorities. Only call if they DO actually begin to throttle your child... but then, you surely know how that fells yourself, don't you? </p><p>I would usually reply with, "Yes, I have days like that too. Hang in there, I understand."</p><p>It also hekps to ask why thye felt like tat and between you (via te book) to set up maybe a different way of handling the situation that triggered the teacher.</p><p></p><p>Another surprising advantage of the book - extra sets of eyes on the child to draw some often surprising and helpful observations. It was the Communication Book that showed us that difficult child 3's behaviour would get much worse when he was coming down with something, or recovering. While actually sick his behaviour was fine. But the unpredictable nature of changing health was something he had difficulty with.</p><p></p><p>Without the Book, we might not have known this for a great deal longer.</p><p></p><p>Old books - keep them on file. They makje enlightening reading years later. They also give you heart when you see how far he has come.</p><p></p><p>More than anything else, these books helped difficult child 3. They weren't sufficient, but if we had to drop anything form the support equation (funding, the aide time, the regular meetings, the book) - it was dropping the book (or the teacher "weaning" us off it, wrongly) that caused the most problems.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 310645, member: 1991"] I'll try and only post once this time... About the school - I wrote them a summary of "Explosive Child". I also INSISTED that they/we keep a collaborative Communication Book. It made a huge difference, more than you would have thought. It also came in handy when I had a run-in with the District Dept of Ed when they tried to claim X was really Y... it was back iny my first year of being on this site. I've posted in detail elsewhere about how to set up a Communication Book. Google it on site, see if you can find it. If you can't or need more info, ask me. It's an informal thing (or can be) and the immediacy of the communication is what helps everybody cope. Teachers need to be permitted to vent, so if the teacher writes in the book, "I could have cheerfully throttled him today and laughed through the entire process," give them space and do not call the authorities. Only call if they DO actually begin to throttle your child... but then, you surely know how that fells yourself, don't you? I would usually reply with, "Yes, I have days like that too. Hang in there, I understand." It also hekps to ask why thye felt like tat and between you (via te book) to set up maybe a different way of handling the situation that triggered the teacher. Another surprising advantage of the book - extra sets of eyes on the child to draw some often surprising and helpful observations. It was the Communication Book that showed us that difficult child 3's behaviour would get much worse when he was coming down with something, or recovering. While actually sick his behaviour was fine. But the unpredictable nature of changing health was something he had difficulty with. Without the Book, we might not have known this for a great deal longer. Old books - keep them on file. They makje enlightening reading years later. They also give you heart when you see how far he has come. More than anything else, these books helped difficult child 3. They weren't sufficient, but if we had to drop anything form the support equation (funding, the aide time, the regular meetings, the book) - it was dropping the book (or the teacher "weaning" us off it, wrongly) that caused the most problems. Marg [/QUOTE]
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