Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
Special Ed 101
Need BIP advice
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="claymama" data-source="post: 5978" data-attributes="member: 3276"><p>I've got something of a dilemma that applies both at home and (more critically right now) at school.</p><p></p><p>difficult child tends to have very unpredictable spurts of aggression or meltdowns. Sometimes, the teachers (or I) can spot warning signs or impending triggers and (sometimes) head off the unwanted behavior, but often difficult child will simply be in the zone where he'll be completely uncontrollable ... throwing pencils, or even chairs, screaming, running amok, running out of class, etc.</p><p></p><p>This has happened three times this term. The first time, when difficult child threw a chair at a teacher, he got a 2 day suspension. The next time, when he was really really wound up and noncompliant, he picked up a chair (twice) but didn't throw it, but wouldn't settle or accept intervention (go for a walk, do some activity of his chosing, go to the swings, etc). Teacher called me, worried that things would escalate and difficult child would engage in harmful behavior, and asked me to pick him up (non-suspension, just early release). I called the Vice Principal (school psychiatric was not available) and told him I didn't believe this was the best solution because difficult child would then learn that misbehavior = going home, and no matter how miserable I make home (no tv, no games, no snacks/lunch except when he'd have them at school, etc), he'd rather be home than school some days. VP agreed, as did teacher, so we left him at school and eventually (after aid convinced him to go to the swings for 45 minutes!) he had a decent afternoon. The very next day, he threw a pencil at a teacher's face. He had an in-school suspension, spending the rest of the day in the VP's office doing work.</p><p></p><p>Teacher, psychiatric, VP and I agree we need to meet to try to come up with a BIP. I just don't know what kinds of things we should put into it ... I've looked at samples, but most of them just address preventative measures, rather than coping-with-behavior-in-progress options. I don't want this to lead to an alternative placement, if at all possible. We are just now starting to try different medications, and I'd like to have time to find one that works before we decide to take such a drastic measure.</p><p></p><p>Any suggestions would be greatly appreciated!</p></blockquote><p></p>
[QUOTE="claymama, post: 5978, member: 3276"] I've got something of a dilemma that applies both at home and (more critically right now) at school. difficult child tends to have very unpredictable spurts of aggression or meltdowns. Sometimes, the teachers (or I) can spot warning signs or impending triggers and (sometimes) head off the unwanted behavior, but often difficult child will simply be in the zone where he'll be completely uncontrollable ... throwing pencils, or even chairs, screaming, running amok, running out of class, etc. This has happened three times this term. The first time, when difficult child threw a chair at a teacher, he got a 2 day suspension. The next time, when he was really really wound up and noncompliant, he picked up a chair (twice) but didn't throw it, but wouldn't settle or accept intervention (go for a walk, do some activity of his chosing, go to the swings, etc). Teacher called me, worried that things would escalate and difficult child would engage in harmful behavior, and asked me to pick him up (non-suspension, just early release). I called the Vice Principal (school psychiatric was not available) and told him I didn't believe this was the best solution because difficult child would then learn that misbehavior = going home, and no matter how miserable I make home (no tv, no games, no snacks/lunch except when he'd have them at school, etc), he'd rather be home than school some days. VP agreed, as did teacher, so we left him at school and eventually (after aid convinced him to go to the swings for 45 minutes!) he had a decent afternoon. The very next day, he threw a pencil at a teacher's face. He had an in-school suspension, spending the rest of the day in the VP's office doing work. Teacher, psychiatric, VP and I agree we need to meet to try to come up with a BIP. I just don't know what kinds of things we should put into it ... I've looked at samples, but most of them just address preventative measures, rather than coping-with-behavior-in-progress options. I don't want this to lead to an alternative placement, if at all possible. We are just now starting to try different medications, and I'd like to have time to find one that works before we decide to take such a drastic measure. Any suggestions would be greatly appreciated! [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
Need BIP advice
Top