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Medicate behavior for school?
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<blockquote data-quote="buddy" data-source="post: 550268" data-attributes="member: 12886"><p>I could have written your last post describing the Autism Spectrum Disorders (ASD) but no one thinking so (back then) including me because of the brain damage and adoption /foster care issues. In the end, because so many issues overlapped, the Autism Spectrum Disorders (ASD) classification for school was a much better choice because the teaching methods are much more focused on skill building and accommodations are easier even in the gen ed classes. I figured whatever matched his learning style is what I'd go with. He legitimately qualifies for both the medical and school labels of Autism Spectrum Disorders (ASD) but there are clearly some unique things going on because of the complexity of his history ......socially and medically. </p><p></p><p>For us, one day on ritalin made it clear it was a good choice. But for q impulse control was a huge stumbling block. He too learns from others, when behaviors do not get in the way. At your son's age there really is plenty of time to learn to function in the real world after skills are built and all triggers /symptoms are better identified. If choices are limited that may not be easy but if he is truly miserable then he may spiral further down and in the end you may be further away from the goal of dealing with life in a typical setting. </p><p></p><p>I agree with Alan ...I hope the fba will help but both professionally and personally I've found people are quite limited in their definition of what that is and have not enough training. Skill deficits, sensory issues, internal states in general, and ptsd types of things are not adequately considered. Then in the positive behavior plan there is often emphasis on not doing the neg behavior or they may even state what he should do but teaching those correct /appropriate behaviors are neglected in many cases. Since you work there (are you a teacher? ) you should be able to see how they plan to teach the coping skills and better choices. </p><p></p><p>Also from my experience, being proactive in taking breaks and doing calming things every day on a schedule is not emphasized enough. "Breaks " which should be a good thing they want to do, often end up more like time outs because they wait and are consistently paired with negative behavior ....I hear staff say "go take a break " or " you need a break ",etc, often in a stern tone and in the end kids start to view sensory rooms and break times as punishment. </p><p></p><p>Just sharing so you can ask for details about incidents that are often not shared. Behavior reports conveniently leave out what came before the childs behavior (at least in a detailed and helpful way ) so don't be afraid to dig and ask questions. I can't begin to truly share how much I lived this even in very good schools. Usually not on purpose but really limited training. </p><p></p><p>You are quite involved so I'm sure you will catch this stuff but thought I'd share.</p></blockquote><p></p>
[QUOTE="buddy, post: 550268, member: 12886"] I could have written your last post describing the Autism Spectrum Disorders (ASD) but no one thinking so (back then) including me because of the brain damage and adoption /foster care issues. In the end, because so many issues overlapped, the Autism Spectrum Disorders (ASD) classification for school was a much better choice because the teaching methods are much more focused on skill building and accommodations are easier even in the gen ed classes. I figured whatever matched his learning style is what I'd go with. He legitimately qualifies for both the medical and school labels of Autism Spectrum Disorders (ASD) but there are clearly some unique things going on because of the complexity of his history ......socially and medically. For us, one day on ritalin made it clear it was a good choice. But for q impulse control was a huge stumbling block. He too learns from others, when behaviors do not get in the way. At your son's age there really is plenty of time to learn to function in the real world after skills are built and all triggers /symptoms are better identified. If choices are limited that may not be easy but if he is truly miserable then he may spiral further down and in the end you may be further away from the goal of dealing with life in a typical setting. I agree with Alan ...I hope the fba will help but both professionally and personally I've found people are quite limited in their definition of what that is and have not enough training. Skill deficits, sensory issues, internal states in general, and ptsd types of things are not adequately considered. Then in the positive behavior plan there is often emphasis on not doing the neg behavior or they may even state what he should do but teaching those correct /appropriate behaviors are neglected in many cases. Since you work there (are you a teacher? ) you should be able to see how they plan to teach the coping skills and better choices. Also from my experience, being proactive in taking breaks and doing calming things every day on a schedule is not emphasized enough. "Breaks " which should be a good thing they want to do, often end up more like time outs because they wait and are consistently paired with negative behavior ....I hear staff say "go take a break " or " you need a break ",etc, often in a stern tone and in the end kids start to view sensory rooms and break times as punishment. Just sharing so you can ask for details about incidents that are often not shared. Behavior reports conveniently leave out what came before the childs behavior (at least in a detailed and helpful way ) so don't be afraid to dig and ask questions. I can't begin to truly share how much I lived this even in very good schools. Usually not on purpose but really limited training. You are quite involved so I'm sure you will catch this stuff but thought I'd share. [/QUOTE]
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