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="Sheila" data-source="post: 5979" data-attributes="member: 23"><p>It's encouraging that the teacher, psychiatric, and VP want to address the problem with a BIP.</p><p></p><p>I'd request a Functional Behavioral Assessment (FBA) be performed. It's difficult to design an effective BIP unless the trigger for the behavior(s) is identified. There's a thread or two in the Special Education Archives regarding FBAs.</p><p></p><p>If there's not an individual in the school district that's qualified to perform a FBA, they will need to contract with someone, e.g., behavioral specialist.</p><p></p><p>A couple of things came to mind when reading about the Pervasive Developmental Disorder (PDD)-not otherwise specified diagnosis and "swings for 45 minutes." Running, throwing chairs,.... I may be missing the mark here, but I'd request that the school district's occupational therapist (or your private Occupational Therapist (OT)) become involved for consultation and recommendations. If an Occupational Therapist (OT) evaluation (including an evaluation for Sensory Integration Disorder) has not been performed, it needs to be done in my opinion. [The school district is obligated to provide Occupational Therapist (OT) if difficult child needs it.] </p><p></p><p>Kids with a Pervasive Developmental Disorder (PDD) often have sensory issues and fine/gross motor skill delays that are somehow connected with vestibular and another term I can't recall at this moment. Swinging, twirling, deep pressure, heavy exercise, etc., is something these kids "need" in order calm themselves and/or organize their thinking. Ironically, "the playground" is where a lot these "needs" are fullfilled. It could be that something like a trip to the playground every 2 hours for 15 minutes would help difficult child control his behavior. If so, it needs to be written into the BIP.</p><p></p><p>Pervasive Developmental Disorder (PDD) kids also often get easily overstimulated. If difficult child's classroom has too much activity going on, gets too noisy, is too cluttered, the fluorescent lights are buzzing, etc. -- these could be triggers.</p><p></p><p>Is transitioning from one task to another problematic? Are the transitions triggers?</p><p></p><p>If difficult child can feel when he's about to loose control, the BIP should include his ability to immediately notify the teacher so that he can be taken to a safe place (school counselor's office) -- not for punishment, but to calm down.</p><p></p><p>I'd want it written into the BIP that in the event restraints are required, the provider has appropriate training.</p><p></p><p>Your signature indicates he may have bipolar, but he is not yet stabilized. For his safety and others, he may temporarily need to be in a self-contained classroom or theraputic day treatment center.</p><p></p><p>Another good resource for you and/or the IEP team may be to consult with professionals at a theraputic day treatment center regarding handling particular behaviors. Schools will sometimes tell parents that the school district doesn't have a theraputic day center, and that may be true. However, rest assured they know of a provider and can contract with entities outside the district when it's necessary.</p></blockquote><p></p>
[QUOTE="Sheila, post: 5979, member: 23"] It's encouraging that the teacher, psychiatric, and VP want to address the problem with a BIP. I'd request a Functional Behavioral Assessment (FBA) be performed. It's difficult to design an effective BIP unless the trigger for the behavior(s) is identified. There's a thread or two in the Special Education Archives regarding FBAs. If there's not an individual in the school district that's qualified to perform a FBA, they will need to contract with someone, e.g., behavioral specialist. A couple of things came to mind when reading about the Pervasive Developmental Disorder (PDD)-not otherwise specified diagnosis and "swings for 45 minutes." Running, throwing chairs,.... I may be missing the mark here, but I'd request that the school district's occupational therapist (or your private Occupational Therapist (OT)) become involved for consultation and recommendations. If an Occupational Therapist (OT) evaluation (including an evaluation for Sensory Integration Disorder) has not been performed, it needs to be done in my opinion. [The school district is obligated to provide Occupational Therapist (OT) if difficult child needs it.] Kids with a Pervasive Developmental Disorder (PDD) often have sensory issues and fine/gross motor skill delays that are somehow connected with vestibular and another term I can't recall at this moment. Swinging, twirling, deep pressure, heavy exercise, etc., is something these kids "need" in order calm themselves and/or organize their thinking. Ironically, "the playground" is where a lot these "needs" are fullfilled. It could be that something like a trip to the playground every 2 hours for 15 minutes would help difficult child control his behavior. If so, it needs to be written into the BIP. Pervasive Developmental Disorder (PDD) kids also often get easily overstimulated. If difficult child's classroom has too much activity going on, gets too noisy, is too cluttered, the fluorescent lights are buzzing, etc. -- these could be triggers. Is transitioning from one task to another problematic? Are the transitions triggers? If difficult child can feel when he's about to loose control, the BIP should include his ability to immediately notify the teacher so that he can be taken to a safe place (school counselor's office) -- not for punishment, but to calm down. I'd want it written into the BIP that in the event restraints are required, the provider has appropriate training. Your signature indicates he may have bipolar, but he is not yet stabilized. For his safety and others, he may temporarily need to be in a self-contained classroom or theraputic day treatment center. Another good resource for you and/or the IEP team may be to consult with professionals at a theraputic day treatment center regarding handling particular behaviors. Schools will sometimes tell parents that the school district doesn't have a theraputic day center, and that may be true. However, rest assured they know of a provider and can contract with entities outside the district when it's necessary. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
Need BIP advice
Top