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<blockquote data-quote="buddy" data-source="post: 485702" data-attributes="member: 12886"><p>This is why a functional behavior analysis is part of the process. IT always seems to come out of the blue. The idea is to identify the triggers and patterns and then to use methods to avoid those triggers. IF he has troubles with transitions like that, then they could have gone thru the entire project visually. on a white board by him it could have said, first gather materials, 2. (listing steps to do the project one by one...) then last step clean up. I always had that on the lists I made for students. Then as each step is x'd off they visually see what will happen. IF the project is time limited then a visual timer should be used so he can see when it is going to be done. but if they find in the fba that a timer triggers anxiety they can use a count down like 5 mintues and then we are done class (showing a number 5 on a card, then 4, 3, 2, 1.... and sing a song or whatever routine they have for clean up. Things need to be made routine and predictable for difficult child's. </p><p></p><p>NO they are not required to follow conduct code. The newest revision of IDEA specifically says that discipline for a child on an IEP can have individual consideration of the disability. That was put in specifically for kids like ours. They are either ignorant or choosing to ignore law and best practice. Look up online, discipline and IEP, functional behavior analysis etc. also look on t his site. I know I have and many others have posted links to fba and discipline codes. it is federal law. </p><p></p><p>look on writeslaw.com and also <a href="http://www.pacer.org" target="_blank">www.pacer.org</a> for samples of fba and pbis and also about the rules. </p><p></p><p>so sorry the are doing this to you guys... yuck</p></blockquote><p></p>
[QUOTE="buddy, post: 485702, member: 12886"] This is why a functional behavior analysis is part of the process. IT always seems to come out of the blue. The idea is to identify the triggers and patterns and then to use methods to avoid those triggers. IF he has troubles with transitions like that, then they could have gone thru the entire project visually. on a white board by him it could have said, first gather materials, 2. (listing steps to do the project one by one...) then last step clean up. I always had that on the lists I made for students. Then as each step is x'd off they visually see what will happen. IF the project is time limited then a visual timer should be used so he can see when it is going to be done. but if they find in the fba that a timer triggers anxiety they can use a count down like 5 mintues and then we are done class (showing a number 5 on a card, then 4, 3, 2, 1.... and sing a song or whatever routine they have for clean up. Things need to be made routine and predictable for difficult child's. NO they are not required to follow conduct code. The newest revision of IDEA specifically says that discipline for a child on an IEP can have individual consideration of the disability. That was put in specifically for kids like ours. They are either ignorant or choosing to ignore law and best practice. Look up online, discipline and IEP, functional behavior analysis etc. also look on t his site. I know I have and many others have posted links to fba and discipline codes. it is federal law. look on writeslaw.com and also [URL="http://www.pacer.org"]www.pacer.org[/URL] for samples of fba and pbis and also about the rules. so sorry the are doing this to you guys... yuck [/QUOTE]
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