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We're BACK!! New medications plus new diagnosis: Does Risperdal help with impulse control?
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<blockquote data-quote="buddy" data-source="post: 492157" data-attributes="member: 12886"><p>You can have both behavior goals and accommodations. For example, if there are skills he needs to (they then teach him the moods, facial expressions, what kinds of activities bring about these moods etc...) Or Sammy will raise his hand to ask for help on 4 of every 5 opportunities daily for ten consecutive days. or when agitated, Susie will follow cues and/or independently ask to take a break and go to identified "chill" spots in the classroom. Under accommodations, chill spots such as a swing, a walled off quiet zone, a sensory space, will be provided at all times. If Janie is working to control her chewing on non edibles, she may have a goal to work on that and accommodations would be added such as providing appropriate chewing things like gum etc. Under accommodations, Q has written that sensory integration items will be provided such as but not limited to: weighted vest, bouncy ball for a chair, gum, calming scents, deep pressure items such as mats and squish beanbags etc. </p><p></p><p>In addition to the behavior goals and accommodations to make them happen, We have a positive behavior plan which describes a step by step way of teaching self regulation and how staff records behaviors and new skill development. There is also a plan for if he is unable to control his blurting or if he would become aggressive. </p><p></p><p>Clear as mud??? Q is talking to me so I have no idea what I just wrote, feel free to call me on it and ask for a better explanation. lol</p></blockquote><p></p>
[QUOTE="buddy, post: 492157, member: 12886"] You can have both behavior goals and accommodations. For example, if there are skills he needs to (they then teach him the moods, facial expressions, what kinds of activities bring about these moods etc...) Or Sammy will raise his hand to ask for help on 4 of every 5 opportunities daily for ten consecutive days. or when agitated, Susie will follow cues and/or independently ask to take a break and go to identified "chill" spots in the classroom. Under accommodations, chill spots such as a swing, a walled off quiet zone, a sensory space, will be provided at all times. If Janie is working to control her chewing on non edibles, she may have a goal to work on that and accommodations would be added such as providing appropriate chewing things like gum etc. Under accommodations, Q has written that sensory integration items will be provided such as but not limited to: weighted vest, bouncy ball for a chair, gum, calming scents, deep pressure items such as mats and squish beanbags etc. In addition to the behavior goals and accommodations to make them happen, We have a positive behavior plan which describes a step by step way of teaching self regulation and how staff records behaviors and new skill development. There is also a plan for if he is unable to control his blurting or if he would become aggressive. Clear as mud??? Q is talking to me so I have no idea what I just wrote, feel free to call me on it and ask for a better explanation. lol [/QUOTE]
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We're BACK!! New medications plus new diagnosis: Does Risperdal help with impulse control?
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