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Talked to the principal regarding suspension
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<blockquote data-quote="Ropefree" data-source="post: 220970" data-attributes="member: 6271"><p>If there is an IEP and the medication monitoring is part of that, it should be, then call THAT psyciatrist back...under that persons treatment THESE are the behavors happening.</p><p>I got a call when my boy had said loudly said "scrotum" in class to great offense to the teacher. The male conselor called informing me about the offensive language issue. I asked,'what did he say'...just the one word.</p><p>And I said "at least he didn't say salty nut sack"</p><p>Look that age group can be really tough on self esteem. Plus acting up gets a lot of attention. I know it seems really bad, but the image of the charactor who was humping the apple pie and all sorts of other saucey stuff is part of the media. It isn't like he had no outside inspirations.(unless, are you one of the households today that has a stripper pole in the livingroom?) When a person is being ridiculed the motivations to avoid negative attentions is blown to bits.</p><p> I would call back the office where your son has been treated and tell the receptionist/clerk the patient needs to see doctor asap due to behavor crisiss.</p><p>You tell the receptionist/clerk that doctor is treating your child and this matter requires professional evaluation and treating as the behavor change is extremely disruptive.</p><p> Not only that but the emotional quantrdy your child is in is normal for the age group and with a lower impulsivity the outward is an expression of the pressure he is feeling, I think. </p><p>SAme time I would do some more investigating into the events surrounding the </p><p>episode. Definately go to the meeting. Take a tape recording devise and ask for the details.</p><p>Checks on a board are a manner of centering negative attention on a person.</p><p>The tactic is to engage awareness to the learner. When it is having a side impact like giving the student body as a group a target for social recriminations the reason the negative/punishment style of teaching creates failures is illustrated. Possitive attention and possitive enforsement is how the child brings a good feeling into doing what is required. Getting down to the learners eye level, giving direction and when the learner can not focus having a redirect plan.</p><p>Like...rather than pursuing a long sit with a sqirmy uncooperative adhd and placing checks by his name and calling out his name all day long everyday to the point that the whole class feels comfortable critically directing a student.</p><p>Teacher can quietly call on the learner to go to run and errand..take this to the main office...even if it is just a empty envelope. TEacher can plan to have active things that she/he has the adhd learner doing through out a day so that the learner is moving around under direction and not under a constant veil of critism. Breaking up his day. Which is a skill that will serve someone with a short focus span through out life. Doing, doing something else, returning, doing something else, doing to the point of completions.</p><p>At that age the priciple, at my suggestion, started a running group at recess as the endorphen surge is very good for adhd learners.</p><p>Some wise schools have doors from classrooms onto the outdoor field and have the whole class go out and romp and walk through out a day to keep the focus fresh.</p><p>My adhd worked best in a corral type desk or alone in a room. For work times the learning aid of limited distractions can be a window for the brilliance in your child to filter onto paper so others can see it.</p><p>A theme for an adhd IEP team is JQ may always dominate a room:Our job is to give his proformance content.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 220970, member: 6271"] If there is an IEP and the medication monitoring is part of that, it should be, then call THAT psyciatrist back...under that persons treatment THESE are the behavors happening. I got a call when my boy had said loudly said "scrotum" in class to great offense to the teacher. The male conselor called informing me about the offensive language issue. I asked,'what did he say'...just the one word. And I said "at least he didn't say salty nut sack" Look that age group can be really tough on self esteem. Plus acting up gets a lot of attention. I know it seems really bad, but the image of the charactor who was humping the apple pie and all sorts of other saucey stuff is part of the media. It isn't like he had no outside inspirations.(unless, are you one of the households today that has a stripper pole in the livingroom?) When a person is being ridiculed the motivations to avoid negative attentions is blown to bits. I would call back the office where your son has been treated and tell the receptionist/clerk the patient needs to see doctor asap due to behavor crisiss. You tell the receptionist/clerk that doctor is treating your child and this matter requires professional evaluation and treating as the behavor change is extremely disruptive. Not only that but the emotional quantrdy your child is in is normal for the age group and with a lower impulsivity the outward is an expression of the pressure he is feeling, I think. SAme time I would do some more investigating into the events surrounding the episode. Definately go to the meeting. Take a tape recording devise and ask for the details. Checks on a board are a manner of centering negative attention on a person. The tactic is to engage awareness to the learner. When it is having a side impact like giving the student body as a group a target for social recriminations the reason the negative/punishment style of teaching creates failures is illustrated. Possitive attention and possitive enforsement is how the child brings a good feeling into doing what is required. Getting down to the learners eye level, giving direction and when the learner can not focus having a redirect plan. Like...rather than pursuing a long sit with a sqirmy uncooperative adhd and placing checks by his name and calling out his name all day long everyday to the point that the whole class feels comfortable critically directing a student. Teacher can quietly call on the learner to go to run and errand..take this to the main office...even if it is just a empty envelope. TEacher can plan to have active things that she/he has the adhd learner doing through out a day so that the learner is moving around under direction and not under a constant veil of critism. Breaking up his day. Which is a skill that will serve someone with a short focus span through out life. Doing, doing something else, returning, doing something else, doing to the point of completions. At that age the priciple, at my suggestion, started a running group at recess as the endorphen surge is very good for adhd learners. Some wise schools have doors from classrooms onto the outdoor field and have the whole class go out and romp and walk through out a day to keep the focus fresh. My adhd worked best in a corral type desk or alone in a room. For work times the learning aid of limited distractions can be a window for the brilliance in your child to filter onto paper so others can see it. A theme for an adhd IEP team is JQ may always dominate a room:Our job is to give his proformance content. [/QUOTE]
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