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<blockquote data-quote="forkeeps251" data-source="post: 589362" data-attributes="member: 12854"><p>All this is very good to know, thank you all. </p><p></p><p>Right now we have the whole "behavior plan" in place. It isn't working, and it never has. It isn't incentives or punishments that drive difficult child to act the way he does... I don't know WHAT it is. Probably environment, stress, expectations, etc. of the situation. In that moment, I KNOW it doesn't matter to him what he will get if he behaves or what will happen to him if he doesn't. It doesn't matter what he looks like in front of his peers, either. </p><p></p><p>The principal said that what they don't have at that school are what they call "transitional classes" and they have them in other campuses in the district. I'm not sure what that means, but I DO know that difficult child would probably be better in a smaller class, or a class with an aid, and with more social and behavior training than what he gets in the mainstream class. Is anyone familiar with a "transitional class"?</p><p></p><p>Kind of a funny side story, since most of what I write on here is doom and gloom... the school set up an incentive that if he was good for 8 days (in a row?? never going to happen), the would bring him McDonalds for lunch. It really is sweet and I know that they care, but difficult child told the principal yesterday "Well, I really don't like McDonalds..." (which is totally untrue), to which the principal replied "Really? That's good to know, what DO you like?"... difficult child: "Red Lobster"... <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite12" alt="o_O" title="Er... what? o_O" loading="lazy" data-shortname="o_O" /> ...</p></blockquote><p></p>
[QUOTE="forkeeps251, post: 589362, member: 12854"] All this is very good to know, thank you all. Right now we have the whole "behavior plan" in place. It isn't working, and it never has. It isn't incentives or punishments that drive difficult child to act the way he does... I don't know WHAT it is. Probably environment, stress, expectations, etc. of the situation. In that moment, I KNOW it doesn't matter to him what he will get if he behaves or what will happen to him if he doesn't. It doesn't matter what he looks like in front of his peers, either. The principal said that what they don't have at that school are what they call "transitional classes" and they have them in other campuses in the district. I'm not sure what that means, but I DO know that difficult child would probably be better in a smaller class, or a class with an aid, and with more social and behavior training than what he gets in the mainstream class. Is anyone familiar with a "transitional class"? Kind of a funny side story, since most of what I write on here is doom and gloom... the school set up an incentive that if he was good for 8 days (in a row?? never going to happen), the would bring him McDonalds for lunch. It really is sweet and I know that they care, but difficult child told the principal yesterday "Well, I really don't like McDonalds..." (which is totally untrue), to which the principal replied "Really? That's good to know, what DO you like?"... difficult child: "Red Lobster"... O_o ... [/QUOTE]
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