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Just got back from psychiatrist and social skills intake....WOW
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<blockquote data-quote="buddy" data-source="post: 534651" data-attributes="member: 12886"><p>Well, in our experience (and apparently these folks feel the same) it is a combination of things.</p><p></p><p>For one, the kids just think differently so approach to problem solving needs to be so different. Facial expressions to cue to stop behaviors can be so misinterpreted by the Autism Spectrum Disorders (ASD) kids but can be just the ticket for a kid with Emotional/Behavioral Disorders. (that is what we call it here, others have different labels I realize). Both programs can be great! It is just that the mix of kids does not seem to work well as far as I have worked, or as Q has been a part of.</p><p></p><p>If you have an Autism Spectrum Disorders (ASD)-er who copies/imitates/is echolalic.... like mine??? Heaven help them. Q learned the bulk of his swear words are from a second grade class where they mixed the Autism Spectrum Disorders (ASD) class with the EBD class to do a "neurobiological" class. Now, that is what Q is in now, but they do it right. This class back then actually called it that but brought all the EBD teacher materials and methods over and dumped the Autism Spectrum Disorders (ASD) supports. No more work task baskets, no more visuals around the room, no m ore individual visual schedules (of course there was a general schedule on the wall), no more direct teaching of social skills, the sensory room was not used for anything but a cool off room or time out room. The whole concept of sensory integration and a sensory diet as a proactive strategy was out the window.</p><p></p><p>And yes, there are a ton of do this and if you dont then you wont get to do X. If you can't do Y then you will miss out on the party on Friday etc. Anxiety is raised for my kid anyway with methods like that and he ends up doing exactly what he didn't want to do. </p><p></p><p>There are certainly some things that work well for both populations and not every kid from an EBD class does well with those kinds of methods either, I am not speaking to that though. (I have seen a neurobiological approach done so so well, an amazing teacher who used gentle teaching approaches, Autism Spectrum Disorders (ASD) supports etc. for ALL of the kids. The class was outstanding.)</p><p></p><p>So, that I think is why this woman said (when I said he had twice been in a mixed EBD/Autism Spectrum Disorders (ASD) class) that one of the first questions that she asks people when she interviews them to work there (I had asked about their 1:1 people)...is where they have worked, if it has been both Autism Spectrum Disorders (ASD) programs and EBD programs she asks, what do you think the difference is? Then if they can describe methods to use with kids who have Autism Spectrum Disorders (ASD) they can continue interviewing. She said if she gets resumes with only EBD experience, or teaching... they dont even interview. I'm ok with that. Q's teacher right now is EBD licensed (there is n o Autism Spectrum Disorders (ASD) license in MN but there is Autism Spectrum Disorders (ASD) certification.) She has a TON of experience with Autism Spectrum Disorders (ASD). The main program coordinator gets it all. I believe they really ARE doing a decent job but I do think they are not quite getting what HIS sensory needs are (they will do classroom things but have no swing or rocker even as a substitute. </p><p></p><p>He does have these cool curly plastic (chemicals that may cause cancer later??? can't worry about that right now!) thinkgs like you use on a key chain... but bigger. He wears them on his head or neck and is chewing on that instead of other things and it i s working really nicely. Looks like any other kid who chews on a pencil or something more typical instead of going around and p utting weird things in his mouth. </p><p></p><p>(funny though when he wears htem on his head like a rocker's bandanna he thinks...ummmm no.) I gave up on his choosing to wear some unusual things LLLLOOOONNNNNGGGG ago.</p><p></p><p>That is not an exhaustive list for sure, but the main things as it has related to us. Not sure it helps much. Maybe others have experiences to share?</p></blockquote><p></p>
[QUOTE="buddy, post: 534651, member: 12886"] Well, in our experience (and apparently these folks feel the same) it is a combination of things. For one, the kids just think differently so approach to problem solving needs to be so different. Facial expressions to cue to stop behaviors can be so misinterpreted by the Autism Spectrum Disorders (ASD) kids but can be just the ticket for a kid with Emotional/Behavioral Disorders. (that is what we call it here, others have different labels I realize). Both programs can be great! It is just that the mix of kids does not seem to work well as far as I have worked, or as Q has been a part of. If you have an Autism Spectrum Disorders (ASD)-er who copies/imitates/is echolalic.... like mine??? Heaven help them. Q learned the bulk of his swear words are from a second grade class where they mixed the Autism Spectrum Disorders (ASD) class with the EBD class to do a "neurobiological" class. Now, that is what Q is in now, but they do it right. This class back then actually called it that but brought all the EBD teacher materials and methods over and dumped the Autism Spectrum Disorders (ASD) supports. No more work task baskets, no more visuals around the room, no m ore individual visual schedules (of course there was a general schedule on the wall), no more direct teaching of social skills, the sensory room was not used for anything but a cool off room or time out room. The whole concept of sensory integration and a sensory diet as a proactive strategy was out the window. And yes, there are a ton of do this and if you dont then you wont get to do X. If you can't do Y then you will miss out on the party on Friday etc. Anxiety is raised for my kid anyway with methods like that and he ends up doing exactly what he didn't want to do. There are certainly some things that work well for both populations and not every kid from an EBD class does well with those kinds of methods either, I am not speaking to that though. (I have seen a neurobiological approach done so so well, an amazing teacher who used gentle teaching approaches, Autism Spectrum Disorders (ASD) supports etc. for ALL of the kids. The class was outstanding.) So, that I think is why this woman said (when I said he had twice been in a mixed EBD/Autism Spectrum Disorders (ASD) class) that one of the first questions that she asks people when she interviews them to work there (I had asked about their 1:1 people)...is where they have worked, if it has been both Autism Spectrum Disorders (ASD) programs and EBD programs she asks, what do you think the difference is? Then if they can describe methods to use with kids who have Autism Spectrum Disorders (ASD) they can continue interviewing. She said if she gets resumes with only EBD experience, or teaching... they dont even interview. I'm ok with that. Q's teacher right now is EBD licensed (there is n o Autism Spectrum Disorders (ASD) license in MN but there is Autism Spectrum Disorders (ASD) certification.) She has a TON of experience with Autism Spectrum Disorders (ASD). The main program coordinator gets it all. I believe they really ARE doing a decent job but I do think they are not quite getting what HIS sensory needs are (they will do classroom things but have no swing or rocker even as a substitute. He does have these cool curly plastic (chemicals that may cause cancer later??? can't worry about that right now!) thinkgs like you use on a key chain... but bigger. He wears them on his head or neck and is chewing on that instead of other things and it i s working really nicely. Looks like any other kid who chews on a pencil or something more typical instead of going around and p utting weird things in his mouth. (funny though when he wears htem on his head like a rocker's bandanna he thinks...ummmm no.) I gave up on his choosing to wear some unusual things LLLLOOOONNNNNGGGG ago. That is not an exhaustive list for sure, but the main things as it has related to us. Not sure it helps much. Maybe others have experiences to share? [/QUOTE]
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