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<blockquote data-quote="Marguerite" data-source="post: 95868" data-attributes="member: 1991"><p>Good on you, everyone, for suggesting the book. Teachergirl, you found today one of the principles of that book. You can also look online and find some useful info about how it works. If possible, get the family on side and maybe any other teachers you feel would be open to it. It is a technique which you should be able to use with other kids too, including easy child kids, because it is teaching self-determination (in the long run). Sometimes these kids are desperate to have some control in their life, and if it really isn't going to matter to you to let him have something he's desperate for, then you can generally use it to show him you really want to help.</p><p></p><p>And you're right - if you had kept blocking him (which is the instinctive thing to do) he wouldn't have got any work done anyway, and it would have been more disruptive to you.</p><p></p><p>Example: my difficult child 3 is autistic and does a form of home schooling, one in which he has teachers in a school in the city on the other end of the phone, for other students like him. He's very perseverative - if he's fretting about something, such as his pet bird needing fresh water, he simply can't settle to do his work. I save more time by letting him go fix whatever-it-is and then getting him more happily on task.</p><p>I do bargain a bit - "If I let you spend a few minutes giving Daisy fresh seed, you need to make up those minutes afterward with schoolwork; although if you finish with time to spare I will give you those few minutes off."</p><p></p><p>I use rewards; they don't have to be material. difficult child 3 was given computer time as reward at mainstream. He would earn vouchers for small steps, and ten vouchers could be traded for ten minutes' computer time.</p><p></p><p>This boy has a diagnosis of ODD but nothing else? I'm suspicious - ODD rarely travels alone. Unless a full assessment has been done with a neuropsychologist, I would suspect an underlying disorder (ADHD? Pervasive Developmental Disorder (PDD)?) as a major contributing factor.</p><p></p><p>Just for your curiosity, if you think there is any chance of Pervasive Developmental Disorder (PDD), do the online unofficial Pervasive Developmental Disorder (PDD) questionnaire on <a href="http://www.childbrain.com." target="_blank">http://www.childbrain.com.</a> See how he scores, based on what you know of him. It could give you something to think about.</p><p></p><p>And thank you for being such a caring, concerned and thoughtful teacher. I wish we could clone you and send you around the world!</p><p></p><p>Another book for you, when you have the time - "The Essential 55" by Ron Clarke. It's not about disabilities, it's about teaching in general and some interesting ideas. I'm using my own variation on it to teach difficult child 3 some social skills. I vary the wording of some of the rules, using this book as inspiration, t hen print them out and stick them on the wall (behind the toilet door is traditionally the major learning centre in our house - it also has lots of Escher prints stuck there, as well as French irregular verbs).</p><p></p><p>Keep us posted.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 95868, member: 1991"] Good on you, everyone, for suggesting the book. Teachergirl, you found today one of the principles of that book. You can also look online and find some useful info about how it works. If possible, get the family on side and maybe any other teachers you feel would be open to it. It is a technique which you should be able to use with other kids too, including easy child kids, because it is teaching self-determination (in the long run). Sometimes these kids are desperate to have some control in their life, and if it really isn't going to matter to you to let him have something he's desperate for, then you can generally use it to show him you really want to help. And you're right - if you had kept blocking him (which is the instinctive thing to do) he wouldn't have got any work done anyway, and it would have been more disruptive to you. Example: my difficult child 3 is autistic and does a form of home schooling, one in which he has teachers in a school in the city on the other end of the phone, for other students like him. He's very perseverative - if he's fretting about something, such as his pet bird needing fresh water, he simply can't settle to do his work. I save more time by letting him go fix whatever-it-is and then getting him more happily on task. I do bargain a bit - "If I let you spend a few minutes giving Daisy fresh seed, you need to make up those minutes afterward with schoolwork; although if you finish with time to spare I will give you those few minutes off." I use rewards; they don't have to be material. difficult child 3 was given computer time as reward at mainstream. He would earn vouchers for small steps, and ten vouchers could be traded for ten minutes' computer time. This boy has a diagnosis of ODD but nothing else? I'm suspicious - ODD rarely travels alone. Unless a full assessment has been done with a neuropsychologist, I would suspect an underlying disorder (ADHD? Pervasive Developmental Disorder (PDD)?) as a major contributing factor. Just for your curiosity, if you think there is any chance of Pervasive Developmental Disorder (PDD), do the online unofficial Pervasive Developmental Disorder (PDD) questionnaire on [url="http://www.childbrain.com."]http://www.childbrain.com.[/url] See how he scores, based on what you know of him. It could give you something to think about. And thank you for being such a caring, concerned and thoughtful teacher. I wish we could clone you and send you around the world! Another book for you, when you have the time - "The Essential 55" by Ron Clarke. It's not about disabilities, it's about teaching in general and some interesting ideas. I'm using my own variation on it to teach difficult child 3 some social skills. I vary the wording of some of the rules, using this book as inspiration, t hen print them out and stick them on the wall (behind the toilet door is traditionally the major learning centre in our house - it also has lots of Escher prints stuck there, as well as French irregular verbs). Keep us posted. Marg [/QUOTE]
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