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<blockquote data-quote="Andy" data-source="post: 193408" data-attributes="member: 5096"><p>If the depakote is causing mental blocks (forgetfulness, not understanding) than I would try to decrease it. We give our kids medications to help them control themselves and focus. If difficult child can not remember and knows it, it will cause more anxiety and frustration for him.</p><p> </p><p>If decreasing does clear the blocks then you will know that it was behind difficult child's complaints. Then if the other behaviors you don't want start to increase then you will know that it helped control those. That is when you will really need to make a decision - do you want difficult child to feel he can retain what he is learning or do you want the behavior better controlled? Or is there another option to address the behavior?</p><p> </p><p>The school may not want him back in a special class, but they have to do what is best for difficult child. I still think mainstream teachers should be expected to watch for signs of when they need to address difficult child's needs and not wait until he is full blown out of control. How hard is it to know that when difficult child starts talking out of term or appears restless or whatever the behavior is that you implement the IEP ASAP? They do not have to wait to see if this is normal kids stuff or will be a full blown episode. Treat is as a full blown episode starting. Is difficult child open to working this out? If a teacher tells him he needs to start the IEP process will he recognize it as the teacher helping him? If there is a teacher he does not like, he will not take it as well as if there is a teacher he does like.</p></blockquote><p></p>
[QUOTE="Andy, post: 193408, member: 5096"] If the depakote is causing mental blocks (forgetfulness, not understanding) than I would try to decrease it. We give our kids medications to help them control themselves and focus. If difficult child can not remember and knows it, it will cause more anxiety and frustration for him. If decreasing does clear the blocks then you will know that it was behind difficult child's complaints. Then if the other behaviors you don't want start to increase then you will know that it helped control those. That is when you will really need to make a decision - do you want difficult child to feel he can retain what he is learning or do you want the behavior better controlled? Or is there another option to address the behavior? The school may not want him back in a special class, but they have to do what is best for difficult child. I still think mainstream teachers should be expected to watch for signs of when they need to address difficult child's needs and not wait until he is full blown out of control. How hard is it to know that when difficult child starts talking out of term or appears restless or whatever the behavior is that you implement the IEP ASAP? They do not have to wait to see if this is normal kids stuff or will be a full blown episode. Treat is as a full blown episode starting. Is difficult child open to working this out? If a teacher tells him he needs to start the IEP process will he recognize it as the teacher helping him? If there is a teacher he does not like, he will not take it as well as if there is a teacher he does like. [/QUOTE]
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