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<blockquote data-quote="Marguerite" data-source="post: 108597" data-attributes="member: 1991"><p>"I feel like I'm standing in an empty room screaming for help, and nobody gives a <img src="/community/styles/default/xenforo/smilies/2012/censored2.gif" class="smilie" loading="lazy" alt=":censored2:" title="censored2 :censored2:" data-shortname=":censored2:" />."</p><p></p><p>Oh boy, do I know that feeling!</p><p></p><p>Janna, everything I know now, has been learned the hard way. When I was a kid dreaming about what kind of family I would have, the one thing that terrified me was having a child with autism. I just knew I would never cope.</p><p>But then, what autism was believed to be back then, is not what it is believed to be now.</p><p></p><p>Good luck with getting a 1:1 aide, but even if you succeed it still may not be enough.</p><p></p><p>I'm wondering about whether they can simply not bother giving him classwork during class time, but instead have him run errands, rest, do physical exercise - and then begin his work when everyone else finishes. After all, the time in class right now isn't working for him anyway, he may as well be useful in some other way.</p><p></p><p>Another option that may be easier for the school than a full-time aide - provide a separate room for him to work in. We've always found that difficult child 3 works best when he can choose his environment, and he generally chooses somewhere quiet, away from distraction and actually will work actively and independently. It's taken less time than we thought. </p><p></p><p>I'm also using bribes connected to outcome. He gets a pat on the back for getting his allotted amount of work done, but if he gets MORE done, I give him a credit towards a reward (which he has some say in choosing). This is getting him away from the hours-based schoolwork and into outcome-based, which is my ultimate goal. The rewards I've used include a packet of Maltesers, a glass fake gemstone (two credits for that one), a kids comic book (two credits), a game with me on the computer. And sometimes a cheap puzzle or toy.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 108597, member: 1991"] "I feel like I'm standing in an empty room screaming for help, and nobody gives a :censored:." Oh boy, do I know that feeling! Janna, everything I know now, has been learned the hard way. When I was a kid dreaming about what kind of family I would have, the one thing that terrified me was having a child with autism. I just knew I would never cope. But then, what autism was believed to be back then, is not what it is believed to be now. Good luck with getting a 1:1 aide, but even if you succeed it still may not be enough. I'm wondering about whether they can simply not bother giving him classwork during class time, but instead have him run errands, rest, do physical exercise - and then begin his work when everyone else finishes. After all, the time in class right now isn't working for him anyway, he may as well be useful in some other way. Another option that may be easier for the school than a full-time aide - provide a separate room for him to work in. We've always found that difficult child 3 works best when he can choose his environment, and he generally chooses somewhere quiet, away from distraction and actually will work actively and independently. It's taken less time than we thought. I'm also using bribes connected to outcome. He gets a pat on the back for getting his allotted amount of work done, but if he gets MORE done, I give him a credit towards a reward (which he has some say in choosing). This is getting him away from the hours-based schoolwork and into outcome-based, which is my ultimate goal. The rewards I've used include a packet of Maltesers, a glass fake gemstone (two credits for that one), a kids comic book (two credits), a game with me on the computer. And sometimes a cheap puzzle or toy. Marg [/QUOTE]
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